2021年1月23日发(作者：中华海外联谊会)


Improvement
of
Second
Language
Acquisition
comes
from
supplying
communicative and comprehensible input.


The
input
hypothesis:
It
states
simply
that
we
acquire
(not
learn)
language by understanding input that is a little beyond our current level of
(acquired) competence


Input is used to refer to the language that is addressed to the L2 learner
either by a native speaker or by another L2 learner. what learners hear and
read.


Methods:The
methods
for
investigating
input
and
interaction
is
that
colecting
data
to
study
learner
language
.These
data
consisted
of
transcriptions
of
the
interactions
in
which
the
learners
took
part,
involving
both
detailed
linguistic
analyses
and
discourse
and
conversational analysis.


Three different views about input: The Behaviourist view that input is
the
primary
mechanism
in
language
t
input,
learning
cannot
occur.
The
nativist
view
that
learners
have
internal
systems
that
construct
language
in
a
particular
order,
regardless
of
the
input.
The
nativist
view
minimizes
the
role
of
the
input
and
explains
language
development
primarily
in
terms
of
the
learner
’
s
internal
processing
mechanisms. The interactionist treats acquisition of language as the result
of and interaction between the learner
’
s mental abilities and the linguistic
environment. The learner
’
s processing mechanisms both determine and
are determined by the nature of the input.


The
behaviourist
view
emphasizes
the
importance
of
the
linguistic
environment,
which
is
treated
in
terms
of
stimuli
and
feedback.
The
nativist
view
minimizes
the
role
of
the
input
and
explains
language
development
primarily
in
terms
of
the
learner
’
s
internal
processing
mechanisms. The interactionist view

sees language development as the
result
both
of
input
factors
and
of
innate
mechanisms.
Language
acquisition
derives
from
the
efforts
of
the
learner
and
his
interlocutors
and involves a dynamic interplay between external and internal factors.


Input and interaction in natural settings


Caretaker talk



When
caretakers speak
to
young
children
who
are
in the process
of
acquiring their L1, they typically adjust their speech in a number of ways.
The register that results has been referred to variously as
‘
baby-talk
’
,
‘
motherese
’
,
‘
caretaker
talk
’
,
and
‘
child-directed
language
’

Motherese
concentrates
on
the
“
here
and
now
”

rather
than
on
the
abstract and remote.


The features of caretaker talk


It is more ungrammatical than speech addressed to adults;


It is simpler;


It is more redundant.

Foreigner talk


In natural settings, input has been considered in terms of foreigner talk.
When native speakers address learners, they adjust their normal speech in
order to facilitate understanding. These adjustments, which involve both
language form and language function, constitute
‘
foreigner talk
’
. The
modified speech used by native speakers when talking to L2 learners. It
was
first
studied
by
Charles
Ferguson
in
1975.
It
can
promote
communication. Gass and Varonis (1994) have found that native speaker
modifications
are
more
frequent
in
two-way
communication
because
conversation provides the native speaker with feedback from the learner
and
thus
enables
him
to
estimate
the
amount
of
adjustment
required.
It
can signal speakers' attitude towards their interlocutors. It can teach the
target language implicitly.

Input and interaction in classroom settings
Teacher talk


As
the
main
source
of
input
in
classroom
setting,
teacher
talk
is
the
speech
produced
by
the
teacher
in
the
classroom
in
order
to
pass
on
knowledge
or
to
organize
the
class
or
for
some
interpersonal
purposes.
Teacher talk parallels that of foreign talk.



Teacher talk
refers
to
the language of teaching tasks
as prescribed
in
textbooks
and
the
language
the
teacher
uses
to
perform
such
teaching
tasks as paragraphing words or sentences or illustrating grammar rules.



In
general,
the
research
confirms
the
finding
for
L1
classroom
---
namely, that the teacher takes up about two- thirds of the total time. There
is considerable evidence of variability among teachers and programs, but
the general picture is again one of teacher dominance in that teachers are
likely
to
explain,
question
and
command
and
learners
to
respond.
Teachers, like native speakers in general, slow down their rate of speech
when talking to learners in comparison to other native speakers and also
do so to a greater extent with less proficient learners. However, there is
considerable variability among teachers. Teachers are likely to make use
of longer pauses when talking to learners than to other native speakers.
There
have
been
few
studies
which
have
attempted
to
quantify
these
aspects of teacher talk, but teachers appear to speak more loudly and to
make
their
speech
more
distinct
when
addressing
L2
learners.
teachers

vary their choice of words in accordance with the learners
’

proficiency
level.



Firstly, a teacher can improve his Teacher talk to create harmonious
atmosphere in foreign language teaching. Secondly, a good teacher needs
to make sure that all students get the feeling of being encouraged. It is the
best
way
for
teacher
to
use
the
linguistic
tools
to
verbally
encourage
students, not by pointing out that students
’

weaknesses do not matter,
but by highlighting their strengths.
Interlanguage talk

The
language
that
learners
address
to
each
other
(ILT
constitutes
the