This essay addresses a question which is central to input research, namely to what extent the quality of input has an effect on SLA, particularly on the learner's ability to comprehend. Thereby the term 'quality' shall be interpreted as referring to any impact of modified input and negotiated interaction that is not related to its amount or frequency. After a brief review of Krashen's Input Hypothesis, Long's Interaction Hypothesis and Swain’s Comprehensible Output Hypothesis, I will then proceed to suggest ways in which Foreigner Discourse modifications might facilitate SLA. I shall also review a number of studies dealing with (un)modified input-SLA relationships, among which are Long’s (1985) and Gass & Varonis' (1994) study. Due to the constraints imposed upon this essay, I will of course be drawing upon a very small selection of the pertinent literature.
Table of Contents
Introduction
Krashen’s Input Hypothesis
Long’s Interaction Hypothesis
Swain’s Comprehensible Output Hypothesis
Foreigner Discourse modifications and SLA
(Un)modified input-SLA relationships – a selection of studies
Conclusion
Bibliography
Research Objectives and Themes
This dissertation examines the role of input quality in Second Language Acquisition (SLA), specifically investigating how modifications to linguistic input and negotiated interaction influence a learner's ability to comprehend and eventually attain language proficiency. It critically evaluates central theoretical frameworks to determine whether modified input truly acts as the primary causal variable in the acquisition process.
- The impact of comprehensible input vs. interaction on SLA.
- Theoretical comparisons between Krashen, Long, and Swain.
- The role of Foreigner Discourse and speech adjustments.
- Analysis of studies regarding modified vs. unmodified input.
- The relationship between input processing and language production.
Excerpt from the Book
Foreigner Discourse modifications and SLA
In 1971, Ferguson proposed the term Foreigner Talk for the ‘simplified’ speech used by a native speaker with a non-native speaker who lacked full understanding of the target language. In 1980, Arthur, Weiner, Culver, Ja Lee, and Thomas suggested that two types of Foreigner Talk be distinguished. In their view, subsequently accepted by researchers, Foreigner Register should be used to refer to the speech variety used in learner contexts such as classrooms which, while exhibiting systematic variation in the frequency and range of application of certain phonological, morphological, syntactic, or semantic options, maintains standard rules. Foreigner Talk in other contexts is characterised by non-standard rules and would be recognised as a separate, reduced code.
Adjustments to non-native speakers have been described by researchers at the levels of speech rate, phonology and prosody, morphology and syntax, vocabulary and discourse, as well as in interactional patterns and in nonverbal behaviour accompanying speech. Their main purpose appears to be more effective communication, including better comprehension by the L2 learner, a theoretical position that rests largely upon Krashen’s already mentioned claim that acquisition-promoting language input must be comprehended by learners. Wesche (1994) mentions how Foreigner Discourse modifications might facilitate discourse comprehensibility:
Foreigner Discourse generally provides a well-formed, simpler, more regular, more explicit, and more redundant model than NS discourse. It also tends to be delivered more slowly and to be punctuated by pauses, thus allowing the non-NS interlocutor more processing time. (233)
Summary of Chapters
Introduction: Outlines the scope of the essay, defining 'quality' of input as modified interaction and setting the stage for reviewing key SLA hypotheses.
Krashen’s Input Hypothesis: Explores the claim that comprehensible input at the 'i+1' level is a necessary and sufficient condition for language acquisition.
Long’s Interaction Hypothesis: Examines how conversational 'negotiation for meaning' between interlocutors facilitates language development beyond mere input.
Swain’s Comprehensible Output Hypothesis: Highlights the necessity of language production for learners to notice gaps in their knowledge and transition to syntactic usage.
Foreigner Discourse modifications and SLA: Discusses how simplified speech patterns, such as Foreigner Register, are used to enhance comprehension in non-native contexts.
(Un)modified input-SLA relationships – a selection of studies: Reviews empirical research to determine how speech adjustments affect comprehension and subsequent language production.
Conclusion: Synthesizes the findings, suggesting that the relationship between input and acquisition is complex and depends on the learner's developmental stage.
Bibliography: Provides a comprehensive list of the academic sources used to support the dissertation's analysis.
Key Terms
Second Language Acquisition, SLA, Input Hypothesis, Comprehensible Input, Interaction Hypothesis, Negotiation for Meaning, Comprehensible Output, Foreigner Talk, Foreigner Register, Discourse Analysis, Syntax, Morphology, Language Production, Language Learner, Linguistic Environment
Frequently Asked Questions
What is the primary focus of this dissertation?
This work focuses on the quality of linguistic input and its effect on Second Language Acquisition (SLA), specifically examining whether modified input or interaction is the main driver for language learning.
What are the central theoretical frameworks discussed?
The essay analyzes Krashen’s Input Hypothesis, Long’s Interaction Hypothesis, and Swain’s Comprehensible Output Hypothesis.
What is the core research question?
The dissertation asks to what extent the quality of input, defined as modified input and negotiated interaction, affects the process and ultimate attainment in L2 acquisition.
Which methodology is used in this research?
The work utilizes a literature review and synthesis of secondary empirical studies to analyze the relationship between input types and learner outcomes.
What does the main body cover?
It covers the definitions of input modifications, the role of Foreigner Discourse, and evaluates specific studies (e.g., Long, 1985; Gass & Varonis, 1994) to see how input adjustments impact L2 comprehension.
How would you summarize the key findings regarding keywords?
The study revolves around how comprehensible input and interaction define the learner's linguistic environment and shape their acquisition process.
What is the distinction between 'Foreigner Talk' and 'Foreigner Register'?
According to the author, 'Foreigner Register' maintains standard grammatical rules in controlled settings like classrooms, while 'Foreigner Talk' in other contexts often involves non-standard, reduced rules.
Does modified input always improve language production?
The dissertation notes that while modified input aids comprehension, studies like Gass and Varonis (1994) suggest it may sometimes have a deleterious effect on subsequent language production compared to unmodified input.
- Quote paper
- Verena Schörkhuber (Author), 2007, To what extent does the quality of input affect the process and ultimate attainment in second language acquisition?, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/86181
