Ch.+14+by+Susan+Gass


 * CHAPTER 14 **


 * SUSAN GASS **

This chapter views SLA process from the interactionist point of view, that is to say, it is concerned with the environment in which second language takes place. There is a relationship between interaction and Universal Grammar which can be shown by two kinds of evidence: //positive// evidence and //negative// evidence. Positive evidence is the language available to the learner from the environment. Negative evidence is the information the learner receives in order to be able to correct his/her own errors in producing the target language. In other words, negative evidence is the pedagogical side of SLA. So this chapter discusses the role of the environment in the SLA process.


 * Input **

From interactionist perspective Two important things are considered to be fundamental in learning: 1) input, and 2) communication situations in which a learner can get involved. The result of the second is the evidence of the quality of the first.

Ferguson had an essential role in the study of the input to the L2 speakers who were not so proficient. He examined what is called “baby talk” and “foreign talk.” “Foreigner talk” refers to the language directed **__to__** the nonnative speakers. An L2 speaker implies considerable modifications in his/her speech to make it easier for a nonnative speaker to understand him/her. The speech becomes slower, easier and more common words are used, etc.

It is very important to consider speech modification from the learner’s point of view. The easier the speech, the likelier is the learner to understand L2 and engage in more and more communicative situations.


 * Output **

The significance of output cannot be disregarded from the perspective of interaction hypothesis. In early theories of second language acquisition the role of output was reduced to that of reinforcing the linguistic knowledge which was gained previously. Swain's findings reveal that those who were enrolled in immersion programs for many years were still dragging in targetlike capacities. He focuses on the role of output more than the role of input unlike other interactionists (other interactionists lay more emphasis on the role of input). The role of output is essential for language learning/teaching as far as language is learnt in communication with others. Thus in order to learn a language one needs to produce output.


 * INTERACTION **

The main purpose if interaction is supposed to be the act of practising what has already been learned. The interactionist hypothesis claims that one decisive step/way to second language learning is by means of conversational interaction. The latter includes such concepts as negotiation for meaning and interactional adjustments by the NS and NNS in particular.

The way teacher gives feedback to students has essential role in motivation in learning process. So teacher should be very careful with this issue. Especially when giving negative feedback teacher need to be mild and do correction with the help of recasting not direct correction (Lyster 1998, Lightbown 1998, Gass 1997).
 * RECAST **


 * Does Interaction Contribute to Learning?**

According to Loschky's investigation (1994) interaction had a positive effect on comprehension but there was no effect on the acquisition of vocabulary or on the acquisition of morphosyntax. Mackey's investigation shows that there is a relationship between conversational interaction and development in that those who are involved in structure-focused interaction.Her study also supports that interaction is not necessarily the locus of immediate learning but often may be the foundation for future learning.


 * ATTENTION **

The authors suggests that if interaction is to ave an effect, the learner should notice that the interlocutor is making a correction. If the learners fails to notice this then it is difficult to attribute the source of change to the interaction itself. All in all, each second learner should pay attention to the hints/indirect feedback: recasts, repetitions given by their conversational partner and try to make changes in their L2 if required.