CAS LX 400 Second Language AcquisitionInput ≠ intakeSlide 3Slide 4What makes input into intake?Input  apperceptionApperception  comprehensionForeigner talkSlide 9Slide 10Slide 11Slide 12Slide 13Slide 14Comprehension“Backchannel cues”I’d like to buy a TV.Slide 18Slide 19Comprehension vs. outputSlide 21Output and negative evidenceNegotiating for meaningSlide 24Slide 25Pre-empting negotiationHealthy miscommunicationStill, feedback isn’t everythingSlide 29Slide 30Slide 31Slide 32Slide 33Mackey 1999Mackey 1999: ProcedureMackey 1999: staged acquisitionMackey 1999: subject groupsSlide 38Slide 39Mackey 1999: % people moved up a stageMackey 1999: Increase in stage 4 & 5 questions in posttestsSlide 42Slide 43Week 10a. Input and interactionCAS LX 400Second Language AcquisitionInput ≠ intake•Inuktitut—input:•Qasuiirsarvigssarsingitluinarnarpuq•‘Someone did not find a completely suitable resting place.’tired cause.be suitable not someoneQasu-iir-sar-vig-ssar-si-ngit-luinar-nar-puq not place.for find completely 3sgInput ≠ intake•After three long nights of gripning, John finally found his slipwoggle.•Knowing so much about the rest of the sentence can tell us quite a bit about the parts we don’t know yet. (Slipwoggle is a noun, a possessible thing; to gripen(?) is a verb, a process that one can perform over an extended period of time). We can then make use of this to build our language knowledge (here, vocabulary).Input ≠ intake•(Krashen) Learner must get comprehensible input (mixture of structures acquired and structures not yet acquired) to advance.•Input: What is available to the learner.•Intake: Input that is used in grammar-building.What makes input into intake?•Apperception: Recognizing the gap between what L2’er knows and what there is to know.•Comprehensibility: Either the semantic meaning is determinable or the relevant structural aspects are determinable.•Attention: Selecting aspects of the knowledge to be learned (from among many other possible things) for processing.•Output: Forcing a structural hypothesis, elsewhere used to shape input into a form useful for intake.Input  apperception•Some input is apperceived, some isn’t.•That which isn’t is thought of as blocked by various “filters”:–Time pressure–Frequency non-extremes–Affective (status, motivation, attitude, …)–Prior knowledge (grounding, analyzability)–Salience (drawing attention)Apperception  comprehension•Modification of speech to learner (“foreigner talk”)•Redundancy•Negotiation for meaning–(often, but not necessarily always, meaning is a precursor to being able to assign a syntactic representation).Foreigner talk•Like the better-known phenomenon of “baby talk”, it also turns out that people conversing with others whom they perceive to be non-native speakers (NNSs) will often use a form of “foreigner talk”—modified language forms presumably intended to simplify the utterance.Foreigner talk•Slower, clearer articulation•Higher frequency vocabulary, fewer idioms•Providing more definitions•Less elliptical•More gestures•Short, simple sentences•Moving topics to the front of the sentence, new information to the end of the sentence•More repetition, restatements.•Recasting NNS’s incorrect statementsForeigner talk•The ways in which this happens varies a lot—where it happens at all, there are many different ways that sentences are “simplified”.•The adjustments often happen in the face of an evident lack of comprehension.Foreigner talk•NNS: How have increasing food costs changed your eating habits?•NS: Well, I don’t know that it’s changed them. I try to adjust.•NNS: Pardon me?•NS: I don’t think it’s changed my eating habits.Foreigner talk•NNS: How have increasing food costs changed your eating habits?•NS: Oh, rising costs… we’ve cut back on the more expensive things. Gone to cheaper foods.•NNS: Pardon me?•NS: We’ve gone to cheaper foods.Foreigner talk•The “simplification” sometimes even sacrifices grammaticality, which is probably of dubious value both for comprehension and learning.•Basil: It’s not fire; it’s only bell.•NNS has an object from a grab-bag, NS is trying to guess its identity.–NS: Ok, little guy! Yeah, yours! Okay! Yours is it for eat?–NNS: Eat. No.Foreigner talk•A: Yesterday my country change, ah, President.•NS: Oh yeah? Now, is the new one a good one?•A: Um?•NS: Is a good President? Do you like him? No?•NS: Does she speak English?•C: No.•NS: Nothing?•C: No.•NS: She doesn’t talk? Always quiet? No talk?Comprehension•In general, this appears to be in service of comprehension—done in order to make linguistically less sophisticated interlocutors able to understand.•Once there is understanding, we also are ready for there to be intake of the input as well.“Backchannel cues”•L2’ers often foil this process by providing “backchannel cues” which indicate to the NS that communication is proceeding, comprehension has been achieved. “Smile and nod”.I’d like to buy a TV.•NNS is trying to buy a TV, but accidentally called a repair shop.•…•Ah Sony please.•We don’t work on Sonys.•Or Sylvania.•Sylvania?•Uh huh.•Oh, Sylvania, OK. That’s American made.•OK.I’d like to buy a TV.•All right. Portables have to be brought in.•Hm hm.•And there’s no way I can tell you how much it’ll cost until he looks at it.•Hm hm.•And it’s a $12.50 deposit.•OK.•And if he can fix it that applies to labor and if he can’t he keeps the $12.50 for his time and effort.•Hm hm.I’d like to buy a TV.•How old of a TV is it? Do you know off hand?•19 inch.•How old of a TV is it? Is it a very old one or only a couple years old?•Oh, so so.•The only thing you can do is bring it in and let him look at it and go from there.•New television please.Comprehension vs. output•Comprehension can come in various ways, some of which have nothing to do with the structure.–With some knowledge of the situation, and assuming speaker will make sense, be relevant, provide given and new information appropriately, be cooperative, the listener can come quite close to understanding the meaning without having any kind of syntactic analysis for it.•If learning the structure of the target language is considered to be the ultimate goal, this kind of comprehension may be