Input+and+Output

**Input:** According to Gass and Selinker (2008), input is "the language that is available to learners; that is, exposure". Without some type of input, learners would not be able to learn a second language. When a learner first hears a second language, the language is then incomprehensible; which is an example of input because the language is available to the learner. Therefore, for input to have use for the learner, it must be comprehensible. Comprehensible input is a hypothesis developed by Stephen Krashen. Comprehensive input is when a learner can understand the essence of what is being spoken. Krashen believed that an English language learner is able to understand and receive input that is slightly above their English language level. ***Classroom Tip: Input in the classroom should be one level above the level of the learner. Therefore, the input will be a little more challenging, but the student can still easily understand. The teacher should also provide more assistance to help break down the language for comprehensible input to occur.
 * Input, Output, and Interactions **

[|Comprehensible Input and Output] The website provides additional information on comprehensible input and output.        ** **Output:** The role of output, or language production, in the acquisition process is that it allows the learner to experiment with language, testing language hypotheses, and feedback for intake. Output, as well, plays an important role in the development of syntax and morphology. The comprehensible output hypothesis states that the second language learner will acquire language when they try to transmit a message but fail and have to try again. Eventually, the second language learner will realize the correct form of the message, the partner in the conversation will come to an understanding, and then the second language learner will acquire the knowledge of the correct form (Krashen, 1998). **
 * Classroom Tip: The students should work in activities that allow others to provide feedback, such as: small group discussion or tasks, oral presentations, telling stories, etc.

[|Comprehensible Input and Output] The website provides additional information on comprehensible input and output.

[|**Quick Tips**] The website provides helpful tips that teachers can use to ensure the success of output for a student. ** **Role of Interaction**: "Interaction connects input, internal learner capacities and output in productive ways" (Mackey, 2006). Interactions can set the stage for learning a second   language. As the learners participate in meaningful conversations, their input and output will contain critical linguistic information. The input will be developmentally appropriate for the learners learning capacity because both learners have negotiated it. (Mackey, 2006). Interaction is an important aspect of second language learning because it gives the learners the exposure to input and the experimentation with the output.

** *Classroom Tip: Teachers should provide opportunities for students to be able to interact with each other, the language, and the teacher. Activities could include: role play, large or small group discussions, etc.

<span style="font-family: 'Courier New',Courier,monospace; font-size: 90%;">[|Activities to Promote Interaction and Communication] ** <span style="color: #ff0000; font-family: 'Courier New',Courier,monospace;">The website provides tips for maximizing communication, as well as, useful interactive activities to use in a classroom.

**<span style="color: #800080; font-family: 'Courier New',Courier,monospace; font-size: 150%;">Comprehension: ** <span style="color: #800080; font-family: 'Courier New',Courier,monospace;"> A balance of all three in the classroom equals a better comprehension and understanding of a second language! The student will be able to produce the language, as well as, comprehend what is being spoken more proficiently.

<span style="color: #008000; font-family: 'Courier New',Courier,monospace; font-size: 120%;">** *Classroom Tip: The more of input, output, and interaction activities the students are involved the more they will grasp the language. **

[|**Reading Comprehension for ESL Students**] ** The website provides scaffolding strategies to help increase ESL student's reading comprehension. ** <span style="color: #800080; font-family: 'Courier New',Courier,monospace; font-size: 120%;"> <span style="font-family: 'Courier New',Courier,monospace; font-size: 14.3px; font-weight: normal; line-height: 19px;">Gass, S.M. & Selinker, L. (2008). <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;">//<span style="font-family: 'Courier New',Courier,monospace; font-size: 110%;">Second language acquisition: An introductory course // <span style="font-family: 'Courier New',Courier,monospace; font-size: 14.3px; font-weight: normal; line-height: 19px;"> (3rd ed.). New York: Routledge.
 * References:

Mackey, A. (2006). <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;">//<span style="font-family: 'Courier New',Courier,monospace; font-size: 110%;">Research on cognition and interaction in SLA. // <span style="font-family: 'Courier New',Courier,monospace; font-size: 14.3px; font-weight: normal; line-height: 19px;">Retrieved from <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;"><span style="font-family: 'Courier New',Courier,monospace; font-size: 110%;">[|http://cbbc.georgetown.edu/workshops/Workshop%20talks/Mackey-CBBC%20L2%20Workshop%202006.pdf] <span style="font-family: 'Courier New',Courier,monospace; font-size: 14.3px; font-weight: normal; line-height: 19px;">

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<span style="display: block; font-family: 'Courier New',Courier,monospace; font-size: 120%; text-align: left;">**//Enjoy the wiki!//** Kimberly Gannon MTSU Graduate Assistant kdc3x@mtsu.edu