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INPUT, INTERACTION, OUTPUT.ERROR TREATMENT

MÀSTER DE FORMACIÓ DE PROFESSORAT DE SECUNDÀRIA BATXILLERATS I EOIs

Helena Roquet Pugès Departament de Traducció i Ciències del Llenguatge

Universitat Pompeu Fabra, Oct 2013Grup d’Adquisició de Llengües des de la Catalunya Multilingüe

(ALLENCAM)

LANGUAGE ACQUISITION IN MULTILINGUAL CATALONIA

OUTLINE Foreign Language Acquisition paradigms (L2/L3)

Structuralist Behaviorist period. Contrastive analysis

Chomskyan period. Acquisition studies Interlanguage Error analysis

Stephen Krashen. Input hypothesis

Environmentalist period. Language and communication. The communicative approachInteraction hypothesis (Long)Noticing hypothesis ((Schmidt)Output hypothesis (Swain)

OUTLINE

Input hypothesis (Krashen)

Interaction hypothesis (Long)

Noticing hypothesis (Schmidt)

Output hypothesis (Swain)

Errors

Input Hypothesis (Krashen)

The acquirer builds up competence ONLY through comprehensible input. To acquire a L the message needs to be understood.

NATURAL COMMUNICATIVE INPUT IS THE KEY

Interaction Hypothesis (Long)

Modified interaction is necessary for language acquisition.

Interactional modification makes input comprehensible.

Comprehensible input promotes acquisition.

Negotiation of meaning promotes language development.

Noticing Hypothesis (Schmidt)

Noticing does not itself result in acquisition but it is the essential starting point.

NOTHING IS LEARNED UNLESS IT HAS BEEN NOTICED

Comprehensible Output Hypothesis (Swain)

Comprehensible output: L produced by learners that is coherent and appropriate.

Producing the target L may be the trigger that forces the learner to pay attention to the means of expression needed in order to successfully convey his or her intended meaning.

PRODUCTION OF L PUSHES LEARNERS TO PROCESS L MORE DEEPLY

THE STUDY OF ERRORS 1. Errors met with brutal punishment

2. Behaviourism: errors signs of non-learning Contrastive analysis: the prevention of errors is more important

than the mere identification

3. Late 60’s: resurgence in interest in error analysis Corder (1981): Errors as guides on L learning process. Making

errors: strategy to test out certain hypothesis

4. Krashen (1983: Natural Order Hypothesis): acquisition in a predictable order in which errors are signs of naturalistic developmental processes.

THE STUDY OF ERRORS

Errors are no longer “unwanted forms” but an active learner’s contribution to SLA.

Errors are a positive contribution to L learning and give students an active role on the L learning process.

Why are errors useful? 1. Provide data from which interferences can be made 2. Indicate to teachers which part of the TL students have more

difficulty producing correctly

THE STUDY OF ERRORS

Practical aspect of error analysis:Function in guiding the remedial action we must take to correct an unsatisfactory state of affairs

Error / mistake:Error: result of incorrect rule learning, stored in brain incorrectly

Mistake: Less serious. It is the retrieval what is faulty, not the knowledge

CLASSIFICATION OF ERRORS

Errors of competence: (can’t be recognised by L2 learners)

result from the application of rules which do not correspond to the L2 norm

1. Interlingual errors: caused by the structure of L1

2. Intralingual errors: caused by the structure of L2

Errors of performance: (can be recognised by L2 learners)

result from mistakes in language use and manifest themselves as repeats, false starts..

CONCLUSION

Learning a second/foreign language it is not completely different from learning a first language, yet it is not

entirely the same…..