Applied Linguitics EAD (Linguistica Aplicada) - 2021_2

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On input - Groups 1 to 7 (Closes on September 30)

2. A comparison of input
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2. A comparison of input
by Silvia MORGAVI - viernes, 24 septiembre 2021, 10:50

The questions for this thread are:

a. What are the main characteristics of L1 interactions with children?

b. What are the main characteristics of SLA interactions with children and with adults?

c. What are the main characteristics of language use in a classroom?

Please remember not to repeat information.

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Re: 2. A comparison of input

by Silvia MORGAVI - martes, 5 octubre 2021, 5:46

Great contribution, Nadia, with which we're closing this thread.

For more contributions, please refer to the conclusions thread.

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Re: 2. A comparison of input

by Nadia Paola PISAN - jueves, 30 septiembre 2021, 3:54

As Andrea stated, L2 Students must find an appropriate classroom atmosphere to feel confident and to participate. In this sense, it is also
important to provide students with ready-made phrases or chunks. These are everyday actions or expressions that are easy to use. They
are part of the routine in many language classrooms. This formulaic speech also provides knowledge about language and syntax.

In addition, as regards language use in the classroom, Rod Ellis distinguishes among core, framework, and social goals. The first group
considers the specific aims of the language lesson. The second group contains everything related to the development, organization, and
material of the class. Finally, the third one relates to individual use of language, personal clarifications, or discussions that may arise. These
pedagogical goals give us an idea of the varied type of classroom interactions and the language used in them.
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Re: 2. A comparison of input

by Silvia MORGAVI - jueves, 30 septiembre 2021, 10:59

Very good contributions!

Any others? More are welcome!

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Re: 2. A comparison of input

by Andrea Nidia PALEO - martes, 28 septiembre 2021, 12:20

a-Chomsky's Universal Grammar Theory refers to a common pattern that allows us to acquiere any language we are exposed to.In the
acquisition of language INPUT is of vital importance since it is the language, written or spoken, that we are exposed to in a linguistic
environment.And provided that it is understood and processed properly, it leads us to learning. Regarding the characteristics of L1
interactions with children, we can mention MOTHERESE.This is a linguistic input given by mothers or caretakers to children.It is
characterized by the mother's speech adaptation to make her utterances more comprehensible to their child .Moreover, the level of
adaptation changes along with the child's development stages. Motherese also presents adjustments in intonation, pitch and
pronunciation.Other characteristic is that mothers do not pay attention to correctnes of speech but to its social aspect and meaning.This
modified speech provides the right input to promote language development . We can mention as well the INTERACTIONIST view which
claims that LA results from an interplay between the child's language mechanisms and the input factors.

b-The Interaction with children and adults in a SLA environment is in a way similar to each other.Both are given modified input to faciliate
their language acquisition.Also, a natural linguistic environment is of main importance to facilitate the process .Regarding naturalistic
environments there are two areas to consider: foreign talk and discourse. They refer to situations in which the NS adapts his utterances to
make it easier for th NNS to understand them.Foreign talks are not repetitive they vary according to the NNS' s age, language proficiency
and topics of interest .In this interaction the NNS's feedback plays an important role as it guides the NS to what type of input should be
provided next.FOREIGN TALK is similar to MOTHERESE in that both use simplified grammar.However , foreign talk may have the drawback
of presenting possible ungrammatical speech.

c-As regards the characteristics of language used in classrooms we should mention the teacher's choice of language and the interaction
provided in the classroom .Teachers adapt their syntax , pronunciation and vocabulary according to their students' language proficiency to
make herself undesrtood
There are four types of language used in classroom :*mechanical which do not convey meaning, *meaningful : language is used in context
but still no real informations is given ; *pseudo communicative : although there's an exchange of information , it differs widely from real life
information exchanges and *real communication : it happens when spontaneous speech takes place in the classroom.
In a classroom environment where there's a considerable quantity of input directed to the learner , in which he feels the need to
communicate in the L2, where he can feel he can deal with the content condfidently , and where he has opportunities to express himself ,
the learner's acquisition will take place spontaneously
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Re: 2. A comparison of input

by Marina Daniela VILLAVERDE - domingo, 26 septiembre 2021, 4:09

Learning can take place in both natural and instructed contexts. In the case of the first one, the learner acquires the knowledge in a non-
instructional community and relates directly to native speakers. On the contrary, in an instructed context, learning happens in a classroom
with a teacher or facilitator who helps the learner achieve the goal. Some characteristics of language use in a classroom are the following:

Errors are occasionally marked and corrected and meaning is emphasized over form.
Assessing is closely related to structural grading.
The time available for learning is limited to a few hours.
Native speakers are rarely available at foreign countries' schools.
Discourse types are introduced through "real life" material and activities.
The pressure to speak and communicate in the target language is low, while in the early stages the emphasis is mainly on
comprehension over production.
There is total access to modified input. A wide range of materials is available.

Both the type of interaction and the input available affect the learning process.

In addition, it is greatly important for the child to be exposed to the language in either one way or the other in the early stages in order for
him/her to acquire it fully and readily. In line with Noam Chomsky (1957), every human being is born with an innate set of rules and
cognitive capacity that enables them to acquire language. It has been proved that a child who cannot access a spoken language will
acquire a sign language, and the one who is deprived of both of them will make up his/her own communicative system of gestures.
These studies make it clear that human competence to learn languages goes beyond the environment and the language we speak,
resulting in an innate human faculty.

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◄ Stephen Pinker on How Children Learn Language

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