Providing Input for Language
Acquisition
This presentation bridges theory and practice in second language
acquisition, focusing on how to encourage subconscious language
acquisition. We will explore the role of comprehensible input, the potential
and limitations of the classroom, and the indirect contribution of output.
Our goal is to provide a framework for evaluating and improving language
teaching methods and materials.
por Lidonila Zorrilla Delgado
The Second Language Classroom's Potential
While often believed that living in a country is essential for
proficiency, studies suggest the classroom can be beneficial
when it's the primary source of comprehensible input. If
classrooms are filled with optimal input, they can even surpass
informal environments for beginners, especially since informal
settings may not always provide simplified input for adults.
For adult beginners, the classroom offers a controlled
environment to receive 40-50 minutes of comprehensible input
daily, fostering rapid acquisition up to intermediate levels. This
contrasts with informal environments where beginners might
struggle to extract meaningful input from a barrage of
unfamiliar language.
Limitations of the Classroom
Limited Input Quantity
The outside world offers significantly more input, potentially an all-
day language lesson. However, this input is only useful if it's
comprehensible, becoming more valuable as the acquirer's
proficiency grows.
Restricted Discourse Range
Classrooms, no matter how natural, cannot match the variety of
discourse found in the outside world. While efforts can expand
beyond current limitations, complete replication is impossible.
Bridging to the Real World
The classroom's goal isn't to replace the outside world but to equip
students to use it for further acquisition. This involves providing input
for language acquisition and developing conversational competence
to navigate real-world interactions.
The Indirect Role of Output
The Input Hypothesis suggests we acquire spoken fluency by
understanding input, not by practicing talking. It's theoretically
possible to acquire language without speaking, as
demonstrated by cases like Lenneberg's study of a boy with
congenital dysarthria who understood English perfectly without
ever speaking.
Output contributes indirectly to acquisition by increasing the
quantity and quality of input received. When you speak, people
talk to you more, and conversational partners often modify
their speech ("foreigner talk") based on your comprehension
and speech patterns, making input more comprehensible.
Engaging in conversation allows acquirers to control topics and signal comprehension issues, making input more manageable. This
interaction, requiring some output, is a very effective way to obtain comprehensible input, though not the sole causative variable in
acquisition.
Output and Language Learning
Direct Role in Learning Comparison to Input Approach Value of Learning and
Correction
Output can directly aid language An "output approach" focusing on
learning by providing a domain for production and error correction, While error correction isn't the
error correction. When errors are without much input, relies heavily on primary mechanism for improving
corrected, it helps learners adjust students' ability to learn grammar. performance, it has a role in certain
their conscious mental representation This method can be challenging and situations. Learning also has its place,
of rules or alter rule application. may not be necessary for acquisition. and we will explore how to integrate it
effectively into the pedagogical
schema.
Characteristics of Optimal Input: Comprehensibility
Comprehensibility is the most crucial input characteristic;
without understanding the message, no acquisition occurs.
Incomprehensible input is merely "noise." This explains why
acquiring a language solely from radio or early TV programs is
nearly impossible for beginners, as the input lacks sufficient
comprehensibility.
The main function of a second language teacher is to make
input comprehensible, doing for adults what the "outside
world" often cannot. This involves linguistic aids like slower
speech, high-frequency vocabulary, and simpler syntax, as well
as non-linguistic support such as realia and pictures.
Teachers should focus on communication, as conscious efforts to simplify speech often happen automatically. Comprehension
checking and leveraging students' world knowledge by discussing familiar topics are also vital for aiding understanding.
Optimal Input: Interesting and
Relevant
Focus on Message, Not Form Avoid Uninteresting Drills
Optimal input is so engaging that Pattern drills and rote dialogues, while
acquirers "forget" it's in a foreign comprehensible, often fail to engage
language, focusing entirely on the students due to lack of genuine interest
message. This is challenging to achieve or relevance, hindering acquisition.
given diverse student interests.
Relevance in ESL Contexts
Meeting the interest-relevance
requirement is easier in ESL settings,
where input often provides useful
information for survival or academic
purposes, making it inherently relevant.
Optimal Input: Not Grammatically Sequenced
Optimal Input: Sufficient Quantity
10 720 1950
Hours for Initial Speaking Hours for Intermediate Hours for Complex Languages
Proficiency
Asher's Total Physical Response suggests More "exotic" languages like Arabic or
about 10 hours of concentrated FSI estimates 720 hours of class time for Chinese may require up to 1950 hours of
comprehensible input for initial speaking European languages to reach 2+ class time for the same proficiency.
readiness. proficiency, potentially an upper bound.
Sufficient quantity of comprehensible input is crucial for language acquisition. The profession has underestimated the amount
needed for even moderate proficiency. Natural communicative input, when abundant, ensures that "i + 1" is provided repeatedly
for all students.
While data is limited, it's clear that more instructional time should be dedicated to supplying comprehensible input to stimulate
faster and more comfortable acquisition. This aligns with the idea that extensive reading and numerous conversations are more
beneficial than focused exercises.
Other Features Encouraging Acquisition
Keep the Affective Filter Low Provide Tools for More Input
Methods should not put students on the defensive, but rather Our responsibility extends beyond the classroom to equip
help them acquire. Focusing on comprehensible input with a students with tools for continued improvement. This includes
message-centric approach reduces pressure and anxiety. developing conversational competence—skills to manage
Avoiding forced early production and excessive error correction conversations despite imperfect language proficiency. These
is crucial, as these can raise the affective filter and hinder tools, like initiating conversations, asking for clarification, and
acquisition. using back-channel cues, ensure students can continue to
obtain comprehensible input outside of class.
