Confirmation Request
Comprehensible Input
Attitude & Acculturation
Negative Feedback & Lingusitic Environment
- Benefit of the environment may provide learners with information about their grammatical mistakes when speaking
- This concept is known as feedback which could be negative or positive
- the chapter specifically points at negative feedback
- negative feedback can be used orally but typically used in writing
- Remember positive- more personal engagement is needed
Learner-Initiated Negotiation of Form
This theory comes from the output modification
Forms of questions can be negotiated
This tends to not show any communication difficulties when the questions are being asked
An example of this would be:
Student 1: He leaped. He freezed.
Student 2: Freezed? Frozen?
Student 1: Freeze, frose, frozen, frose
Student 2: He froze?
Student 1: F-R-O-Z-E. froze
Student 2: Froze. Ok.
Output Modification
Van den Branden stated, “The benefits of interaction is most evident in the quality of subsequent output produced two hours later after the interaction” ( Ortega 2009, p.67).
what this means is that the outcome of an individual asking answering to the person of the question will show based upon the quality of the answer back to the individual
4.5 Output and Syntactic Processing During Production
- Interaction & Output
- Comprehension by relying on key words, contextual clues, and guessing
4.6 Noticing and Attention as Moderators of Affordances In the Environment
- Optimal L2 learning requires attention to formal detail
- Schmidt's Noticing Hypothesis
4.7 Two Generations of Interaction Studies
&
4.8 The Empirical Link Between Interaction and Acquisition
- Interaction directly affects acquisition
- Can be linked to better and quicker comprehension
4.1 - 4.4
4.3
The most important source of L2 learning is comprehesible input
Comprehensible input is defined as the language which learners process for meaning and which contains something to be learned, that is, linguistic data slightly above their current level.
How grammar can be learned naturally and what experiences help with this
4.4
Michael Long and the Interaction Hypothesis
Interactional Modifications
Negotiate for Meaning
Clarification Requests (What do you mean? Pardon me?)
Confirmation Checks (you mean this and this?)
Comprehension Checks (you know what I mean? Do I need to repeat myself?)
-All different ways of asking questions
Wes
He was a Japanese artist who was able to communicate what he wanted to in English without being fluent
Case study by Richard Schmidt
He studied him for three years
By year 3 he was reported to be speaking in English 75-90% of the time
Some incorrect L1 to L2 transfer
4.2
Another case study: Alberto
Age 33; Lives in Boston
Acculturation
The importance of one’s attitude toward learning a second language
Chapter 4 The Lingusitic Environment
Created by: Haley Crownover, Dunke Fashanu, & Katherine McCain
ESL 4013
Chapter 4: The Linguistic Environment