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Date Posted: 14:53:05 05/02/07 Wed
Author: Viviane
Subject: Task Two

Input in language learning


When a language is learnt, it is required some abilities from the learner. One of the most import ability, which is present on L1 and L2 learning, is the input. This ability consists in i +1, that means, the knowledge the learner already has plus something new. There are two more important kinds of input: baseline and negative.

The first sort of input to be discussed is the baseline. This is related to information given by native speakers to native speakers (Ellis, 1999). On others words, the baseline input only occurs on L1 learning. This input can be ‘premodified’ or ‘interactionally modifided’. One good example of the premodified baseline input is in the situation above:

Can you find a souring pad? A souring pad – sour means to clean a dish. A souring pad is a small thing you hold it in your hand and you wash the dishes with it. Take the souring pad and put on top of the counter by the sink.

Another example is the interactionally modifided input as in:

T: Can you find a souring pad? Take the souring pad and put on top of the counter by the sink.
S: What is a souring pad?
T: Souring pad is, uh …you hold it in your hand and you wash the dishes with it. Ok?

In these examples the meaning of a word is unknown by a native speaker and it is explained by another native speaker.

The second sort is the negative input, in this sort the evidence has its form or structure is ungrammatical (Robison, 2001). The negative input is very necessary on the L2 acquisition. It is claimed that a learner who receives a negative input is better succeed on language learning, than learners who does not receive this input. An excellent example of negative input is, in a learner in the stage i who believes that whales are fish, or even that the past tense of teach is teached. When this student achieve the stage i + 1 he will know that whales are mammals and that the past tense of teach is taught.

To sum up the input happens on L1 and L2 learning and have a good example for each of these categories. They are, the baseline input for the L1 and the negative input for the L2. All of these shows that the language learning does not happen without the input and also that the input has it specifically application and importance on first and second language learning.

References


ELLIS, Rod. Learning a second language through interaction, 1999 - John Benjamins Publishing Company.

ROBINSON, Peter. Cognition and second language instruction, 2001 – Cambridge University Press.

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