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
TMN3701 Assignment 3 (COMPLETE ANSWERS) 2024 (781296) - 28 June 2024; 100% TRUSTED workings, explanations and solutions. for assistance Whats-App 0.6.7..1.7.1..1.7.3.9 .......... QUESTION 1
1.1 Explain the significant role of input, interaction and output in the context of additional language teac...
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.
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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
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
, +27 67 171 1739
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 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
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
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