Thursday, November 14, 2013
Group D WEEK 15 Interaction Hypothesis
Hi Heather and Lena. Here's my questions.
Comprehension check
1. In long's interaction hypothesis shown on measures grammatical complexity. What's a linguistic difference between 2 pairs(native-native pair, native-non native pair)?
2. Please explain a link between interaction and comprehension.
3. From Mackey, what is the relation of interaction and negotiation for meaning?
DQ.
How can we give modified interactional input in actual class and make students more interactive?
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1. There was "little" linguistic difference between two pairs. However, if it is asked from the conversational management and language functions, there were important differences between two pairs.
ReplyDelete2. Interaction makes input increase comprehension. That is, interactional adjustments are effective in promoting comprehension of input.
3. Interaction allows learners to negotiate meaning, and only those who taking part in interaction can facilitate second language development.
DQ.
Teachers need lots of effort to make a modified interactional input. Depending on students' proficiency level, teachers choose vocablaries which students can deal with up to i+1, and add fun characters or unexpected situations that make studens feel more interesting and participate in interactively.
Applier.
It's simliar to DQ answer I mentioned the above.
Teachers provide students lots of opportunities to interact with each other in a class. Depending on levels, teachers need to choose whether students would use modified input or non-modified input which covers the main theme of the lesson. Also, depending on cognitive levels, teachers choose the activities whether it simply follows up information gap or requires negotiation. Various activities will keep students more interactive.
Comprehension check :
ReplyDelete1) Little linguistic difference between two pairs between the talk produced by native-native speaker and native-non native speaker.
2) Interaction is more effective in promoting comprehension of input than are linguistic adjustments alone.
3) That would boost the knowledge of question forms among learners of English as a second language.
DQ) I think teachers need to understand their students first because some Ss like academic classes and some Ss like practical classes. If T chooses grammar, activities, or languages depending on Ss’ proficiency level, T could give modified interactional input in actual class.
SU) There are three steps of interaction in second language acquisition. First is that linguistic and conversational adjustments promote comprehension of input. Next is that comprehensible input promotes acquisition. And the last is deduce that linguistic and conversational adjustments promote acquisition. In conclusion, interactions of class have a decisive effect on second language acquisition.