Teaching English first additional language (TMN3701)
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University Of South Africa (Unisa)
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Teaching English as a first additional language
Well-structured TMN3701 Assignment 3 (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!)..... QUESTION 1
1.1 Explain the significant role of input, interaction and output in the context of additional language teaching. Provide examples to support your answer.
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Teaching English first additional language (TMN3701)
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TMN3701
Assignment 3 2024
Unique Number: 781296
Due Date: 28 June 2024
QUESTION 1
1.1. (2 ANSWERS PROVIDED)
In the context of additional language teaching, input, interaction, and output play paramount
roles in facilitating linguistic development and proficiency. These elements are interconnected
components of a comprehensive language learning framework, each contributing uniquely to
the acquisition process.
Input refers to the language exposure that learners receive through listening and reading.
According to Stephen Krashen's Input Hypothesis, comprehensible input—language slightly
DISCLAIMER
above&theTERMS OF USEcurrent proficiency level—is essential for language acquisition. When
learner’s
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QUESTION 1
1.1. (2 ANSWERS PROVIDED)
In the context of additional language teaching, input, interaction, and output play pivotal roles in
fostering effective language acquisition. These three components form the backbone of
comprehensible and meaningful language development.
Input, which refers to the exposure learners have to the target language, is crucial. However, it
isn’t just any input that supports learning; it has to be comprehensible input, as posited by
Krashen's Input Hypothesis. This means that the language content must be understandable to
the learner, slightly above their current proficiency level (i+1), which challenges them and
prompts learning. For instance, a teacher might use visual aids, gestures, and simplified
language to ensure students grasp new vocabulary and structures. In a classroom setting,
comprehensible input can come from listening to the teacher, watching videos, or reading texts
that are appropriately pitched at the learners' level.
Interaction, as highlighted by Ellis and Shintani (2014), serves a dual purpose. Firstly, it primes
students for learning as it involves both listening and speaking, thus promoting active
engagement. Interaction is the crucible where negotiation of meaning takes place, which is vital
for understanding and internalizing new language forms. Group discussions, role plays, and
interactive activities not only encourage student talk but also necessitate listening and
comprehending peers' contributions. Through such interactions, learners encounter new
linguistic forms and meanings, facilitating deeper processing of language input. For example, in
a task-based learning activity, students might discuss a problem and collaborate on a solution,
implicitly absorbing correct language usage and structures through this social exchange.
Output is the third crucial element and refers to the language the learners produce—speaking
or writing. According to the Output Hypothesis formulated by Swain, producing language (output)
compels learners to process language at a deeper level. This production process allows learners
to test hypotheses about language rules and receive immediate feedback, which is essential for
language modification and refinement. For instance, when learners engage in conversational
practice or write essays, they are pushed to articulate their thoughts clearly and accurately, often
needing to adjust their language to be understood correctly. This active use of language fosters
not only fluency but also grammatical accuracy and complexity.
Thus, input, interaction, and output are intertwined in a dynamic process that supports language
acquisition. By providing comprehensible input, facilitating meaningful interaction, and
encouraging active language production, educators can create an environment where learners
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are constantly engaged in both absorbing and using the target language, thereby driving forward
their linguistic development.
OR
In the context of additional language teaching, input, interaction, and output play paramount
roles in facilitating linguistic development and proficiency. These elements are interconnected
components of a comprehensive language learning framework, each contributing uniquely to
the acquisition process.
Input refers to the language exposure that learners receive through listening and reading.
According to Stephen Krashen's Input Hypothesis, comprehensible input—language slightly
above the learner’s current proficiency level—is essential for language acquisition. When
learners are exposed to this level of input, they can infer the meaning of new linguistic forms
within a contextual framework, furthering their understanding and retention. For instance,
reading a storybook that includes a few new vocabulary words contextualized by familiar
narrative patterns enables learners to absorb language more naturally.
Interaction is the dynamic component where learning truly takes place. Classroom interaction
involves exchanges between teachers and students or among students themselves. Michael
Long's Interaction Hypothesis posits that through interaction, learners negotiate meaning, which
helps them make input more comprehensible. This negotiation often results in conversational
adjustments that refine understanding and communication. For example, during group
discussions, students may encounter misunderstandings which lead them to ask clarifying
questions. This back-and-forth process not only aids comprehension but also makes learners
more aware of linguistic nuances and syntactic structures. Ellis and Shintani (2014) emphasize
that interactions push learners to modify their linguistic output, making it more accurate and
aligned with the target language norms.
Output, the language produced by learners through speaking or writing, is equally critical. Output
provides learners with opportunities to test hypotheses about the language, practice newly
acquired forms, and receive feedback. Swain's Output Hypothesis suggests that producing
language forces learners to process language at a deeper cognitive level, facilitating their ability
to internalize and use linguistic forms correctly. For example, writing an essay in an additional
language requires students to apply grammatical rules and vocabulary actively, reinforcing their
learning.
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