Second Language Acqusition (5)

DISCOURSE ASPECTS OF INTERLANGUAGE

A.    Acquiring Discourse Rule

The acquisition of discourse rules, like the acquisition of grammatical rules, is systematic, reflecting both distinct types of errors and developmental sequences. However, more work is needed to demonstrate which aspects are universal and which are language specific as it is already clear that many aspects of learners discourse are influenced by the rules of discourse in the learner’s L1.

B.     The Role of Input and Interaction in L2 Acquisition

Interactionist theories of L2 acquisition acknowledge the importance of both input and internal language processing. Learning takes place as a result of a complex interaction between the linguistic environment and the learner’s internal mechanism.

Modifying the way of speak with the learners is important. These modifications are evident in both input and interaction. Input modifications have been investigated through the study of foreigner talk, the language that native speakers use when addressing non-native speakers. Two types of foreigner talk can be identified- ungrammatical and grammatical. According to Stephen Kranshen’s input hypothesis, L2 acquisition takes place when a learner understands input that contains grammatical forms that are at ‘i+1’ (i.e. are a little more advanced than the current state of the learner’s interlanguage). It is called comprehensible input.

Michael Long’s interaction hypothesis also emphasizes the importance of comprehensible input but claims that it is more effective when it is modified through the ‘negotiation of meaning’ (i.e. learners can signal that they have not understood).

C.     The Role of Output in L2 Acquisition

Output can serve consciousness-raising function by helping learners to notice gaps in their interlanguages. That is, by trying to speak or write in the L2 they realize that they lack the grammatical knowledge of some feature that is important for what they want to say. Second, output helps learners to test hypothesis. They can try out a rule and see whether it leads to successful communication or whether it elicits negative feed-back. Third, learners sometimes talk about their own output, identifying problems with it and discussing ways in which they be put right.