Peer Interaction and second Language learning: Pedagogical potential and research agenda

Amritavalli, R. (2017) Peer Interaction and second Language learning: Pedagogical potential and research agenda. Language and Language Teaching, 6 (2). pp. 78-81. ISSN 2277-307X

[img]
Preview
Text
Download (186kB) | Preview

Abstract

Michael Long's “Input, interaction and second language acquisition” was published in 1981; Krashen's input hypothesis in 1982 and 1985. According to the input hypothesis, the learner's mental grammar determines both comprehensibility and the next (i+1) stage of input relevant to acquisition. Long, while acknowledging the role of input, argued in favour of the facilitative role of interaction in SLA. According to him, learner interaction drives conversational and linguistic modifications that make input comprehensible. As learners “negotiate” with native speakers for meaning, input may get modified, manifesting for example as “foreigner talk”. Moreover, it is during interaction and corrective feedback that learners may “notice” lexical or syntactic aspects of the language.

Item Type: Articles in APF Magazines
Uncontrolled Keywords: Pedagogy, Research, Agenda, Syntactic.
Subjects: Language
Divisions: Azim Premji University > University publications > Language and Language Teaching
Depositing User: Mr. Sachin Tirlapur
Date Deposited: 02 Feb 2019 13:09
Last Modified: 02 Feb 2019 13:09
URI: http://publications.azimpremjifoundation.org/id/eprint/1932
Publisher URL:

Actions (login required)

View Item View Item