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Collaborative Dialogue in SLA Insights

This document discusses the role of interaction and output in second language acquisition. It introduces the output hypothesis, which suggests that pushing learners to produce language through collaborative dialogue can help them develop linguistic competence beyond what they gain from comprehensible input alone. The document then provides background on theories of how interaction provides comprehensible input, feedback, and opportunities for negotiation of meaning. However, it notes the need to move beyond just considering interaction as a source of input and instead recognize how collaborative dialogue allows language to be used as a mediating tool in social, cognitive learning activities.

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Aqeela Azhar
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16 views5 pages

Collaborative Dialogue in SLA Insights

This document discusses the role of interaction and output in second language acquisition. It introduces the output hypothesis, which suggests that pushing learners to produce language through collaborative dialogue can help them develop linguistic competence beyond what they gain from comprehensible input alone. The document then provides background on theories of how interaction provides comprehensible input, feedback, and opportunities for negotiation of meaning. However, it notes the need to move beyond just considering interaction as a source of input and instead recognize how collaborative dialogue allows language to be used as a mediating tool in social, cognitive learning activities.

Uploaded by

Aqeela Azhar
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd

TSLB SECOND LANGUAGE

ACQUISITION
(WEEK 8 TUTORIAL)
THE OUTPUT HYPOTHESIS AND BEYOND:
MEDIATING ACQUISITION THROUGH
COLLABORATIVE DIALOGUE
(based on subtopics)
• Introduction & Background (pg 1 - 3) – 2 person
• Output & SLA (pg 3 - 6) – 3 person
• Collaborative dialogue and SLA (pg 6 - 8) – 2 person
• Language as a mediating tool (pg 8 - 12) – 3 person
• Language as a mediating tool (pg 13 - 16) – 3 person
• Conclusion (pg 16 - 17) – 2 person
The output hypothesis and beyond
Introduction
• beyond= collaborative dialogue that constructs linguistic knowledge
• Allows performance (using the language) to surpass competence
(knowing the language) , it is both cognitive and social activity.

Locating collaborative dialogue in theoretical and empirical claims


• Examine very briefly current views on the role of interaction – its
components of input and output of sll.
• Shifting the frame of reference – (interaction) from perspective of a
sociocultural theory of mind.
The output hypothesis and beyond
Background
• Overview of the role of interaction.
• Interaction as a provider of inputs to second language learner
(contemporary thinking and research) – in Krashen’s comprehensible input
hypothesis
• Krashen’s comprehensible input hypothesis refers to the cause of slais
input that is understood by learners.
• Way input is made comprehensible is through ‘interactional modification’-
modifications through learners’ input as a consequence to having signaled
a lack of comprehension.
• This modification of interaction involving learners and interlocutors in
experiencing difficulty in message comprehensibility aka negotiation
leading to learning.
• Relationship between comprehensible input and sll – more research
• Looking beyond the comprehension input to other aspects of interaction
that may be implicated in sll.
• How interactions provide opportunities to not only negotiate message of
the input, but also to focus on its form. (lightbrown & Spada, 1990 et al.)
• Nature and type of feedback that will be most helpful to learners during
interaction at different stages of their acquisition in language form (Swain,
2002)
• Van Lier – input to affordance (ecological perspective)
- INTERACTION is more than a source of comprehensible input or input as a
feedback.
- Interaction also provides opportunity to use target language that is to
output but (opposition) claims that it limits our understanding of sll to an
information processing perspective rather than permitting us to broaden
the perspective to one in which all social activity forms a part of the
learning environment.

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