REVIEW OF “CHAPTER 6 OF ROD ELLIS’ BOOK ENTITLED INPUT,

INTERACTION, AND SECOND LANGUAGE ACQUISITION”

A. Introduction
According to the task given in Second Language Acquisition course, one of chapters
of Rod Ellis’ book entitled Understanding Second Language Acquisition must be reviewed.
In this paper, the sixth chapter of Rod Ellis’ book entitled Input, Interaction, and Second
Language Acquisition was chosen to be discussed by means of lottery system done in the
class. This review, furthermore, is intended to fulfill the requirements of the course project.
There are some aspects that are going to be reviewed in this paper about the chapter,
such as giving the summary, evaluating the chapter, discussing some argued points within the
chapter, and giving conclusion and the implication of the chapter. In addition, some points
being evaluated are the organization of the chapter, the content, theoretical soundness of the
chapter, significance, special merit, and also some weaknesses of the chapter being discussed.
The summary will be discussed briefly the major points presented in the chapter.
Since the chapter is talking about input, interaction, and second language acquisition, the
major points being discussed are about input/interaction in natural settings, input/interaction
in classroom settings, the role of input and interaction in SLA, and the effects of input and
interaction on the route and the rate of SLA. The author begins the chapter by making
available the three views on input in language acquisition and ‘motherese’ which are being
the underpinnings of the discussion of the chapter and is about to be discussed briefly in the
summary.
The organization of the chapter is evaluated by looking thoroughly the points
discussed overall and the particular points discussed in every single paragraph of the chapter.
As good writing provides good examples, the given examples are also being evaluated in
term of organization evaluation. Besides, the provided summary in the chapter is also
concerned to evaluate the organization whether the placement is already appropriate or not.
By doing so, it can be concluded how well the chapter is being organized and what style is
Ellis using in presenting the points in the chapter.
Content of the chapter is then evaluated on how detail is the explanation and the
examples given in the chapter, how well the ideas presented in the explanation given, how
well the author relates each topic and sub topic being discussed in the chapter and how well
the author tell the summary in terms of clear and detail. It is then having relation to the
theoretical framework given in the content, particularly in theoretical soundness. The
theoretical soundness is evaluated on how strong is the theories given by some experts in
explaining the terms and what are the theories strengthen the arguments given by the experts.
As the continuance of the evaluation, the significance, special merit and weaknesses are
given based on those evaluations of the organization, content, and theoretical soundness.
By reviewing the chapter, it is expected that it will give more detail in terms of SLA
about input and interaction, particularly how it is related to SLA. In addition, it is expected to
make the readers could have deeper understanding about input and interaction. Furthermore,
it is expected to be able to socialize input and interaction, so that it could be applied and be
more useful in daily settings whether in natural and classroom settings. It is also expected to
prove on how important the understanding about input and interaction are in daily life,
particularly in teaching, and to be able in achieving the goal of teaching itself; thus, there will
be ease in teaching and learning in acquiring second language.

B. Summary
Chapter 6 of Ellis’ book, Understanding Second Language Acquisition, focuses on
input, interaction, and second language acquisition considering on what happens outside the
learner and how this affects SLA. The starting point of this chapter is an account of three
different views on the role of input in language acquisition: the behaviourist, the nativist, and
the interactionist views. The behaviourist view emphasizes the importance of the linguistic
environment, which is treated in terms of stimuli and feedback. The accounts of behaviourist
view the learner as ‘a language-producing machine’ who automatically and effortlessly learns
a L2, provided he gets the right input data. The nativist view minimizes the role of the input
and explains language development primarily in terms of the learner’s internal processing
mechanisms. Nativist accounts of SLA view the learner as ‘a grand initiator’; that is, he
equipped with just those abilities that are needed to discover L2, no matter how impoverished
the L2 data are. The interactionist view sees language development as the result both of input
factors and of innate mechanisms. Language acquisition derives from the collaborative efforts
of the learner and his interlocutors and involves a dynamic interplay between external and
internal factors.
The contribution of studies of the input provided by mothers in L1 acquisition, which
together with the three different views, is important to understand the direction that SLA
research has followed. Mother’s speech was remarkably well formed, containing few
ungrammatical utterances or sentence fragments; in addition, it was characterized by a
number of formal adjustments in comparison to speech used in adult-adult conversations, and
adjustments in pronunciation. These adjustments were considered to constitute a special use
of language or register, known as ‘motherese’. As Ferguson in Ellis suggests that there are
three main functions of ‘motherese’ related to language acquisition, they are as an aid to
communication, a language teaching aid, and a socialization function. Furthermore, the
crucial importance of the basis of adjustment made by mothers is the extent to which the
child comprehends what is said to him and the extent to which he signals his comprehension
or lack of comprehension to his caretaker. In terms of in which the mother’s speech
adjustments affect first language acquisition, the available evidence suggests that the route of
L1 acquisition does not change in any significant way as a result of differences in the
linguistic environment. However, there is much stronger evidence for an effect on the rate of
acquisition in which the way mothers talk to their children influences how rapidly they
acquire the language.
The section discussed about a number of studies of input (the contribution of the
native speaker) and interaction (the joint contributions of native speaker and learner) in
natural settings, input has been considered in terms of foreigner talk (i.e. the register used by
native speakers when they address non-native speakers) and study of discourse involving
conversations between native speakers and L2 learners. Foreigner talk occurs because of the
need to negotiate meaning and may be the result of universal processes of simplification also
found in SLA and pidgins. Foreigner talk involves a number of formal and interactional
adjustments in native speaker speech. Some of these adjustments lead to ungrammatical
speech. Foreigner talk adjustments are more frequent in discourse involving children than
adults, and also in two-way as opposed to one-way communication. How native speakers are
able to adjust their speech include regression, matching and negotiation. Functions of
foreigner talk as Hatch (1983) suggests are to promote communication, to establish a special
kind of affective bond between the native speaker and the non-native speaker, and to serve as
an implicit teaching mode. Ungrammatical foreigner talk, or known as ‘the talking down
function’, occurs under special conditions, such as when the non-native speaker has very low
proficiency in the L2, when the native speaker thinks he is of a higher status, when the native
speaker has considerable prior experience of foreigner talk, or when the conversation occurs
spontaneously.
Interaction has been considered in terms of the discourse that learner and native
speaker participate in. Differences in the type of discourse involving child and
adolescent/adult learners have been observed. Adults have to cope with topics that place
greater communicative demands on them, but they are more likely to contribute to keeping
the conversation going. Differences also occur according to whether the native speaker is a
child or an adult. In the case of the child, there is more playing with language, whereas with
adult native speakers, the learner gets the chance to nominate a topic which the adult helps to
sustain. Studies of discourse involving L2 learners show that there is a negotiation of
meaning when the participants struggle to avoid and overcome communicative breakdowns.
On the part of native speaker this involves the use of strategies and tactics. The result of
negotiation of meaning is that particular types of input and interaction result. In particular it
has been hypothesized that negotiation makes input comprehensible. This may be important
for SLA.
Input and interaction in classroom, on the other hand, have been investigated by
means of interaction analysis, the study of teacher talk, and discourse analysis. Interaction
analysis has been spawned numerous category systems, some specifically designed for use in
language classrooms. In general, however, it sheds little light on input and interaction in
classrooms from the perspective SLA. There are two kinds of studies of teacher talk, they are
those investigate the type of language that teachers use in language classrooms and those that
investigate the type of language use in subject lessons involving L2 learners. Studies of
teacher talk indicate that similar kinds of modifications occur in the teacher’s language as
those observed in foreigner talk, although ungrammatical adjustments may be less common.
Also teachers may not be able to tune their speech finely in the one-to-many classroom
situations. Discourse analysis shows that many classroom interactions follow an IRF (initiate-
response-feedback) pattern, which restricts the opportunity to negotiate meaning. However,
other types of discourse also occur when the L2 is used for general classroom organization
and management and for social purposes.
Considerable differences between natural and classroom environments arise,
particularly when the focus is on form in language lessons. These differences are not
absolute; they vary in degree according to the type of classroom and also the type of teaching.
Learner-centered teaching in subject or immersion classrooms can lead to examples of
interaction similar to those found in natural setting.
A number of different ways exist for investigating the effects of input and interaction
in SLA. Many of these, however, necessitate a leap from description of input language to
explanation of its effects. There is little hard research showing whether input and interaction
does affect SLA, what features of input and interaction are important, and what aspects of
SLA are affected. With regard to the route of SLA, input may facilitate development by
providing the learner with ready-made chunk of language to memorize and later analyze,
helping the learner to build vertical constructions, modeling specific grammatical forms with
high frequency, ensuring that the input is one step ahead of the learner’s existing knowledge
(by providing comprehensible input), and providing the right affective climate to ensure that
input becomes intake. With regard to the rate of SLA, a number of studies have investigated
the effects of input and interaction, with mixed success. However, there are grounds for
thinking that both the quantity and the quality of input are important. The characteristics of an
optimal learning environment can be deduced from studies of input and interaction in both
first and second language acquisition such suggested by Ellis (1984).
Strong claims have been advanced that SLA is aided by two-way communication in
which comprehensible input is provided by means of interactional adjustments. However,
two-way communication is not necessary condition for SLA. Nor is it sufficient. There are no
differential contributions of input and interaction on the one hand and internal processing
mechanisms to SLA on the other because SLA is jointly determined by factors inside and
outside the learner. This being so, it is an interactionist view of SLA, rather than a
behaviourist view or nativist view, that may be most acceptable.

C. Evaluation
The sixth chapter of Rod Ellis’ book subtitled Input, Interaction, and Second
Language Acquisition is about to be evaluated to some terms on this part, such as the
organization of the chapter, the content, theoretical soundness, significance, special merit,
and some weaknesses which is found in the chapter. It is crucial to be discussed since there
are some things still need to be evaluated deeper.

1. Organization Evaluation
Overall, the organization of the sixth chapter of Rod Ellis’ book is presented in well
thought-out way. It is because Ellis presents his ideas in a well organized way and he is also
logic and systematic in developing his ideas. Ellis, in this way, has a clear understanding of
the key concepts/ideas/studies/models related to the topic. In general, it provides introduction,
subtopics in good sequence, summary in the end of each sub topic and conclusion in the end
of the chapter. There are three major topics being discussed in the chapter, they are
input/interaction in natural settings, input/interaction in classroom settings, and the role of
input and interaction in SLA. He begins the chapter by presenting the introduction then
giving some related theories as the background, such as three views on input in language
acquisition and motherese, for it has link to the topic being discussed. The organization of the
content should be ordered logically using logical division order of ideas which a topic is
divided into parts and each part is discussed separately (Oshima and Hogue, 2002:34).
Regarding to this, this chapter has been successfully ordered in that way.
After that, it is followed by the explanation of each sub topics and the summary of
each sub topic. Not only that, the well organized ideas can also be seen from the organization
in each subtopic given. It is begun by background which is usually a problem related to the
topic or stating some experts who provide the theory, then given another theory to strengthen
it or theory against it. Mostly, Ellis begins the discussion of each topic by providing such
background, then continue with theories from the experts, and followed by some argument
against or pro to those theories mentioned. Otherwise, giving some former theories then
followed by the latter theories and argued them. At last, it is ended with the summary of the
sub topic. By granting the points in that way, the reader could have of high quality
understanding of what happened to L1 acquisition as the basic to learn L2, and therefore
know what it occurs to L2 acquisition in both natural and classroom setting. At last, the
reader could compare between those two settings and could have of high quality of
understanding of the effects to other aspects such as on the route and the rate of SLA.
Regarding to the clarity, Ellis has been clear about what he would like to convey. By
providing the summary section at the end of each sub topic discussed, it does help the reader
to know how a theory comes up and how it was debated against or pro to the former theories,
particularly beginner SLA-reader in gaining more knowledge about SLA and
input/interaction. Thus, it is easy to follow and easy to understand. Furthermore, clearly
constructed sentences used also encourage the interest of the reader and help the reader track
it easily while they read it on.

2. Content
The content of the sixth chapter of Ellis’ book being reviewed is a high-quality one. It
provides what it should be. It is good for the author knows about the history of the research
area and any related controversies. It is discussed in an appropriate context for the
investigation and evaluation of the work of others. This also clarifies important
definitions/terminology. It can be seen by the explanation given in each sub topic which
consists of arguments by stating some theories to strengthen his opinion and giving some
theories against or pro about the topic. The theories opposed are usually the theories in the
same year or even latter ones.
 This chapter also has good way in developing the research space indicated in
the introduction given in the beginning of the chapter. It narrows the problem and makes the
study feasible. The introduction, in this way, has been successful to introduce the main topics
about to be discussed in the chapter and to give clear image about what is being discussed
within the chapter. The author also gives the meaning of the key words that is being topic
discussed within the chapter. It does help the reader to comprehend the content and follow the
material easily.
However, regarding to the language use, this chapter uses a bit hard language to
understand for beginner readers. It can be seen by the provided vocabularies within the
chapter that is unusually used in common reading passage. However, it has strength by doing
so that it does help the learner to enrich their vocabulary, particularly in language study. In
addition, the providing examples, tables, and diagrams do help the learner to follow and easy
to understand the ideas presented even though the language is a bit hard to understand. By
making available those supporting details, it helps to shed light the material discussed.

3. Theoretical Soundness
There are various theories which are chosen to report the material of the study
especially in chapter 6. Whereas this chapter considers what happens outside the learner and
how this affects SLA, and the next investigates what happens inside the learner. Underlying
theories provided within chapter 6 were taken from many sources whether from the author
itself and the other experts in terms of input and interaction in learning SLA, while input is
used to refer to the language that is addressed to the L2 learners either by a native speaker or
by another L2 learners; furthermore, interaction consists the discourse jointly constructed by
the learner and his interlocutors; input, therefore is the result of interaction.
The term input is closely related with the three different views regarding the role of
input in language development; the behaviorist, the nativist and the interactionist. The
theoretical soundness of the behaviorist view make the learner involves to the social
interaction so that they built a good relationship with his surroundings and he is able to
produce L2 as much as possible from the interaction; in addition, the model of learning is
organized by emphasizing the need to regulate the stimuli by grading to input into a series of
steps so each step constitutes the right level difficulty for the level that the learner has
reached. Theoretical soundness of the nativist view; the learner can explore their ability by
activating the internal mechanism with the input to achieve a better understanding of the
acquisition process. Theoretical soundness of the interactionist view refers to both advantages
behaviorist and nativist view such as the field of science became wider as the theory learns
discourse so that it also involves developing the acquisition of second language in terms of
other skills.
The theory which relates with prevailing nativist view consider with mothers tune the
pitch, intonation, and rhythm to the perceptive sensitivity of the child which known as
motherese (Sachs, 1977). Ferguson (1977) states the main functions of these terms. The basis
of adjustments made by mother in term of L1 acquisition as Gleason and Weintraub (1978)
suggest that parents have a general idea of their children’s linguistic ability, particularly their
ability to understand, but they lack an accurate knowledge of what specific language features
their children have mastered. The effect of motherese shows there is considerable evidence
for an effect from studies conducted by Cross (1977; 1978), Ellis and Wells (1980), and
Barnes et.al. (1983) among others, to suggest that the way mothers talk to their children
influences how rapidly they acquire the language.
In the explanation of input and interactional settings, the major natural linguistic
environment comprises two related approaches: (1) the study of foreigner talk, and (2) the
study of discourse involving conversations between native speakers and L2 learners. The first
approach was stimulated by Ferguson’s (1971) account of simplified register. It was then
developed by some experts, such as Long who provided the theory about foreigner talk
particularly about the characteristics, Hatch who made available about the functions of
foreigner talk, and Corder about the explanations on how native speakers are able to adjust
their speech since foreigner talk considers to the native speaker adjusts their way to
communicate convergent appropriately to the addressee whether those are convergent upward
or downward and the interactional adjustment as well as both grammatical and
ungrammatical input adjustments. The second approach refers to the study of discourse in
terms of genre and register. The theories provided by Hatch and Warner-Gough in child-child
and child-adult conversations.
The classroom process research, as Gaies (1983) calls the study of communication in
classroom, has taken different forms. The earliest was interaction analysis, which consists of
using sets of categories to code the kinds of language use which occur in classrooms which
made available by Moskowitz, Fanselow, and Allwright. An alternative approached focused
only on the language used by the teacher when addressing L2 learners. It applies to the
classroom to help identify the different type which occurs there so that the teacher speaks
appropriately to the learner.
 The analysis of selected L2 input and interaction sequences approach adopted by
Hatch and Long for natural SLA and by Ellis for classroom SLA. For example Hatch
examines example of native speaker-learner discourse and then speculates in what way they
constrain. It does offer many rich hypotheses.

4. Significance
By discussing the input, interaction and second language acquisition, this sixth
chapter of Ellis’s book can give deeper understanding about some theories related to second
language acquisition, particularly about input and interaction either in natural setting or in the
classroom setting since this chapter also discussing what adjustments occur in input and
interaction directed at learners, and why and how these adjustments take place. Therefore, the
teacher or the native speaker can get some considerations and adjustments when doing
communication with L2 learner or non-native speaker.
Understanding input, interaction and second language acquisition, for the
development of the knowledge, can develop or emerge the new ideas about method in
teaching and learning process. The field of second language acquisition (SLA) has changed
significantly in the past century, from grammar-translation methods of the early twentieth
century, audio-lingual approaches in the 1950s,“designer methods” of the 1970’s, and the
more recent shift in the field away from behaviorism and structured linguistics to a more
cognitive approach. Indeed, even our current theories are continually permutating as they are
applied and evaluated in practice.
For other researchers, this chapter can be used as the source of research because, as
what have been discussed above, the writer gives his theory by giving the former and
continued by latter theories. Sometimes he also gives other theory that in contrast with his
theory. By doing so, other researcher can obtain wider information and a lot of references
about input and interaction related to second language acquisition that can strengthen his/her
argument in their research.

5. Special Merit
The study has special merit that providing of what is known about second language
acquisition especially in terms of input and interaction where there is some information about
characteristic which are displayed by input and interaction involving L2 learners. It is explain
quiet a lot about input and discourse between native speakers or teachers and L2 learners.
 There are a number of different ways exist for investigating the effects of input and
interaction in SLA. It develops our comprehension in second language acquisition especially
on whether SLA is significantly affected by the quality and quantity of input and interaction
and how does input and interaction affect SLA.
By studying this chapter, we can get clear explanation about three different views
regarding the role of input in language development as the basis of this study. Moreover, the
role of the linguistic environment in SLA is also discussed. The main point of this chapter is
knowing what adjustments occur in input and interaction directed at learners and why and
how these adjustments take place either in natural setting or in classroom setting; therefore,
the effective communication occurred.

6. Weakness
As what has been discussed above, this chapter is a very high-quality reading material
about input, interaction and second language acquisition since it gives very clear and
structural explanations about it. However, in giving sub-topic that will be discussed there is
no numerical system; therefore, the reader might be little bit confuse in making scheme about
the material. It would be better if the writer use numeric system in this chapter so that the
readers are able to divide each subtitles of this chapter.

D. Discussion on Argued Points

In this part, actually there is nothing that could be argued. We just want to add some
new points related to the topic being discussed. In Ellis book stated that the former
characteristics of foreigner talk by Long. In here we would like to provide the latter
characteristics of foreigner talk based on Long, 1996. Foreigner talk has simple vocabulary,
using high frequency words and phrases, long pauses, slow rate of speech, careful
articulation, loud volume, stress on key words, simplified grammatical structures,
topicalization (topic at the beginning, than comment about it), more syntactic regularity, and
retention of full form (e.g. last contraction, fewer pronounce).
As in oral input, “simplification” of sentence structure alone is of questionable value
in enhancing the comprehensibility of written text. Modification of written input for L2
learners also typically includes controlled vocabulary and shorter, simpler sentence structure.
In written academic texts, modifications meant to help L2 students understand what they read
are essentially the same as those used in text books for native speakers of English.
Modifications in academic texts include frequent organization markers, such as headings and
linking devices, clear topic statements, highlighting of key terms and inclusion of synonym as
paraphrase, bulleted or numbered lists of main points, elaboration of sections which require
culture-specific background knowledge, visual aid, such as illustrations and graphs, explicit
summations and regular intervals, and questions which can be used for comprehension
checks.
In this chapter, the writer only made available about a kind of interaction which is
called interpersonal interaction. In line with this, this paper would like to provide additional
theory about other kinds of interaction. Troike (2006) argues that there are some kinds of
interaction; they are interpersonal interaction and intrapersonal interaction. Interpersonal
interaction is, so far we are using the term “interaction” , communicative events and
situations which occur between people. Intrapersonal interaction is communication that
occurs within an individual’s own mind. This is also viewed by Vygotsky in Troike (2006) as
socio-cultural phenomenon. In this type there is self-talk which is called private speech which
many children (in particular) engage in that leads to the inner speech that more nature
individuals used to control thought and behavior.
Leaver et.al (2005:131) adds there can be a number of ways of interrelating in a
foreign language classroom. We call these levels of interactions. While not all levels of
interaction that exist in real life are presents in the foreign language classroom, at least three
are. These includes within the individual (intrapersonal processes), between two individuals
(processes or relations), and among members of a group (group dynamic).
Individual dynamics are reactions to outside stimuli that you experience but do not
share with or express to others. These show up as likes and dislikes, tension, anxiety, and
other emotions. You may find yourself feeling sick when you need to open your textbook or
go to class. Interpersonal dynamics are quite different. When two people interact, they
influence each other in many ways, and are normally unaware of most of those ways.
Intragroup dynamics are very important to your feeling comfortable in your foreign language
classroom. Intragroup dynamics can take at least three forms that can create dysfunctional
classrooms: division into subgroups, scapegoating, and group reaction to the teacher.

E. Conclusion and Implication

Based on the review of the article above, we can conclude that the chapter 6 of Rod
Ellis book entitled Understanding Second Language Acquisition is presented in well thought-
out way by the authors; therefore the readers can understand about some terminologies in
second language acquisition particularly about input and interaction either in natural setting
or in classroom setting.
This review is intended to give some implications for the readers. The field of second
language acquisition (SLA) has changed significantly in the past century, from grammar-
translation methods of the early twentieth century, audio-lingual approaches in the 1950s,
“designer methods” of the 1970’s, and the more recent shift in the field away from
behaviorism and structured linguistics to a more cognitive approach. Indeed, even our current
theories are continually permutating as they are applied and evaluated in practice.
 REFERENCES

Ellis, R. 1986. Understanding Second Language Acquisition. Oxford: Oxford University

Press
Leaver, B.L, Madeline E. and Boris S. 2005. Achieving Success in Second Language
Acquisition. New York: Cambridge University Press.
Oshima, Alice and Ann Hogue. 2002. Writing Academic English, Fourth Edition. Oxford:
Oxford University Press.
Saville, M. and Troike. 2006. Introducing Second Language Acquisition. New York:
Cambridge University Press.
Schmidt, M. M. Interaction and Negotiation in Second Language Acquisition. Columbia:
University of Missouri
THE REVIEW OF CHAPTER 6 OF ROD ELLIS BOOK ENTITLED
UNDERSTANDING SECOND LANGUAGE ACQUISITION

“INPUT, INTERACTION AND

SECOND LANGUAGE ACQUISITION”

By 6th Group:
Putu Tika Virginiya
I Made Harpian
Ni Wayan Satri Adnyani

POSTGRADUATE
ENGLISH EDUCATION STUDY PROGRAM
UNDIKSHA UNIVERSITY
2012