Interaction and Its
Role in Instructed
Second Language
Host: Speakers:
Acquisition
Nguyen Ho Huu
Thien
Ngo Ngoc Han
Nguyen Nhu Ngoc
Vo Thi Thanh Thao
Lam Thi Thuy Ngan
Mr. Han Ngo Ms. Ngoc Ms. Thao Vo Ms. Ngan Lam
Nguyen
Input Output Variables
Negotiation for Affecting
Meaning Interaction
Keynote speakers
Agend 1. Input
a
2. Negotiation for Meaning
3. Output
4. Variables Affecting
Interaction
Input
Definition: Linguistic data learners receive
• Important in learning L2
• Cannot learn without input
Possitive Show what is possible (examples
Types of of linguistic structures and
forms)
input
Negative Show what is not possible or
grammatical (information that is
not accurate in L2)
Input
part of the input noticed, comprehended,
Intake:and taken into the cognitive system (Rosa &
O’Neil, 1999)
Intake Noticing Processing
Krashen’s Comprehensible input is important in SLA.
input Input is made comprehensible when it contains
only a few elements unknown to learners
hypothesi
To make input comprehensible ⟶ provide
s
language that is slightly more advanced
Input
The role of
teachers
provide a language-rich environment
in which learners can encounter L2
input in numerous and communicative
ways
Negotiation for Meaning
Definition Resolving
communication
breakdowns in
Confirmation
interaction check ourselves
checks
“You mean X?”
Key Clarification
ask for clarity
strategie requests
“What?”
Comprehension
s ask ourselves
checks “Do you understand?”
Negotiation for Meaning
• Draws attention to linguistic
Function
gaps
• Provides indirect negative
evidence
Best • Encourages learners to modify
Two-way info gap with convergent goals
tasks language
Negotiation for Meaning
Two-way info gap
iLearn Smart World 11.
Textbook
Input + Negotiation for meaning--
Output is merely the byproduct of
Krashen’s > Output
acquisition process
output
hypothesi
s Output is an important part of the L2
acquisition process
Swain’s
output To make output comprehensible ⟶ push
hypothesi learners to process morphosyntactic
s elements (grammar+forms) rather than
just focusing on semantic elements
Modified output- the learner is “pushed” to notice their
error and reformulate their language more accurately.
communication breakdown or corrective
feedback
yesterday, I You mean you
go..... went?
Output can also be used for testing learners’
hypotheses
communication breakdown or corrective
feedback
“There are many
childs in the “ Not childs,
park.” but
children”
“Ah, there are
many children in
the park.”
Variables Affecting
Interaction
Task characteristics
Interlocutor
characteristics
Contextual
characteristics
Task characteristics
(a) it resembles a real-world
activity
Features (b) it has a primary focus on
(Ellis, 2003) meaning
(c) it has a nonlinguistic outcome
(d) learners are expected to use
their own linguistic resources
Task characteristics
two-way information
gap Learners exchange
one-way information information
One gives the information to the
gap
others
convergent tasks Learners agree on one
divergent tasks answer
Learners share opinions
focused tasks
Specific forms
unfocused tasks Meaning and
Interlocutor characteristics
L1 speakers and Peers with different levels of
Types teachers proficiency
L1 use ⟶ no negotiation of meaning, nor are learners pushed
toDominant/
produce L2 output
One learner may limit
Pair Passive
interaction
dynamic Expert/ novice Novice learners: increase their
communicative abilities
s
Novice/ novice Work together to sovle
interactional difficulties
Contextual characteristics
Computer-mediated
Classrooms Lab
communication (CMC)
• More control • Written or oral form
• Pay attention • Written chat ⟶ accuracy
to language • Audio ⟶ similar to face-to-
and linguistic face interaction
accuracy
Pedagogical implications
1. Bring communicative tasks into the classroom
2. Manipulate instruction ⟶ information exchange +
modified output
3. Inform learners benefits of interaction + Train them
how to interact
Empirical evidence
Meta-
• Interaction improves grammar & vocabulary
analyses
• Stronger effects on delayed posttests → learning
takes time.
Interaction • Provide indirect negative evidence => learners
clarify or correct => notice mismatches => learn
Output • Modifying output after feedback allows better
retention on forms
Tasks • Tasks must be well designed and learners trained
Key Takeaways
• Input = foundation, but must become intake
• Negotiation makes input comprehensible
• Output consolidates learning & enables
feedback
• Tasks, interlocutors, and contexts shape quality
Thank you for your
attention