Acquisition of English as a Foreign Language - Reading 6, Ejercicios de Idioma Inglés

¡Descarga Acquisition of English as a Foreign Language - Reading 6 y más Ejercicios en PDF de Idioma Inglés solo en Docsity! SAMY BRUGES ACQUISITION OF ENGLISH AS A FOREIGN LANGUAGE : READING 6 READING 6: Gass, S.M. (2003). Input and Interaction. In C. Doughty & M. Long (eds), The Handbook of Second Language Acquisition. London: Blackwell (Ch.9. pp. 224-255). 1. Does the use of simplified input always correlate with better learning? Explain Simplified input comes in handy when beginning with learning a language, but as the learning goes on, the input has to become more and more complex. For example, the foundation of a language can be learned through simplified input, but the time comes to learn the morphology of the language, as well as the syntax, there is a need for more complete speech. The purpose of simplified input is to ensure comprehension. 2. Complete Ellis's typology of interactional modifications (see class handout) with other types proposed in this chapter.  Confirmation checks: one conversational partner checks to make sure that they have correctly understood what their conversational partner has said.  Reformulation: or-type question. The question shows an obvious sign of non- comprehension which gets the speaker to rephrase the question giving alternatives for the non-native speaker to choose from.  Topic-focused questions  Recasting: an interlocutor will repeat the error back to the learner in a corrected form. o Correcting o Pedagogical aim  3. Provide one example (from the chapter) that shows the difficulty of relating learning to interaction and one that shows the positive role of interaction in learning. A positive role of interaction is that a learner will always learn from interacting with others. Whether it be syntax, sentence structure, new words. In the chapter, the word reading glasses is learned because of interaction between two speakers. However, where do we draw the line between having understood and simply mimicking? In the next example, we might think that the word help has been understood correctly, but it has been shown that the speaker does not understand: NNS: There’s a basen of flowers on the bookshelf NS: a basin? NNS: base NS: a base? NNS: a base NS: oh, a vase NNS: vase (From Mackey, Gass and McDonoough (2000): Is the person understanding or merely repeating what was previously said?