Assigment 4: Essay role and importance of the input, interaction and

context in the Classroom

Input, Interaction and Contexts in Classroom are very important elements that play a
sp ec i al r o l e i n t h e p r o c e s s o f l e a r n i n g a f o r ei g n l a ng ua g e . “I n p u t” i s a v er y i m p o r ta nt
el em en t b ut i t´ s n o t e no ug h f o r l e ar ni ng a se c o nd l an g u ag e. T h en i s c o ns i d e re d to
an al y z e t he r o l e o f “ i n t e r a c t i o n ” w i t h o t h e r s p e a k e r s o f t h e f o r e i g n l a n g u a g e i n S L A ,
a n d t h e l e a r n e r “ o u t p u t ” . F i n a l l y , w i l l b e ex a m i n e d t h e i m p o r t a n c e o f c o n t e x t i n t h e
learning a second language, specifically focusing on the difference between “natural
and classroom contexts”, and the role of instruction in helping a learner to acquire a
foreign language.
First will be analyzed each element, it´s role and it´s characteristics, then the analysis
will focus on relationship among elements, finally will be exposed some strategies
applied in the classroom, considering those elements, and some thoughts about this
course.

Many studies influenced by Piaget's philosophy, agree in granting context, input,

interactions, negotiation and out put importance equivalent to the individual's
internal factors.
-The features of input which promote learning are:
*Input has to be sufficient in terms of quantity and quality. Spolsky says That “,The
more time spent learning any aspect of a second language, the more will be learned.
(1989:166). One consequence that derive from this limited access to the target
language is the tendency towards fossilization. Krashen considers that human
beings acquire language in only one possible way, by understanding messages, or
receiving what he calls comprehensible input.
*Frequency, (Dulay, Burt and Krashen :1982) “ number of times the individual hears
or sees a specific target language form”, It would increase the possibilities for the
individual to process it. An individual learner would only process those his/her
interlanguage is ready to assimilate.
*Input must be Simplified. Simplified code is more useful than native model
*Input by teacher talk, is the initial stages of the learning process,to facilitate the
understanding of the message for learners is also important that input be received in
a positive atmosphere.
-After Input have been processed by individual learner, during a specific moment
of the learning process comes Intake. For Input be transformed into intake the
language data needs to be presented in a manner which will stimulate its possible
assimilation and must be specifically addressed to the individual. learners need to
understand the overall meaning of a message to then be able to focus more closely
on the actual linguistic forms used to convey that message Corder (1981). Some
factors to be considered for the transformation of input into intakes are:
Comprehensible input in linguistic forms and ideational content, personalised
utterances, linguistically simplified language,the use of concrete referents and a
positive learning environment.
- I n t e r a c t i o n s learning, includes produce language. the role of interaction is role of the
individual, during his/her contact with the target language. The process of Interaction reflects the
process which the individual goes through during interaction, how this may affect the interlocutor
and the subsequent adjustments the learner may need to make in further output. Swain's,
asserts in her Output Hypothesis that “the most important element in the learning process is
comprehensible output: receiving and understanding messages is not enough, learners have to
produce them in order for acquisition to take place”, He adds that successful language acquisition
are higher when the individual has the opportunity of organising his/her output during interaction.
Output presuppose interaction with an interlocutor. Swain (1995: 125-126)
*After unsuccessfully output comes negotiation, it result when, interlocutor doesn´t understand
then the learner will try new structures and forms and will exploit his/her interlanguage to the full
in the effort to be understood. This element together with input and output leads to an
interaction. *Interaction enables the learner to obtain "negative" input (Schachter 1983): which
informs the speaker about the existing communication problem. If this kind of input were not
presented, the result would be the fossilization. Interaction is considered a fundamental feature of
successful second language acquisition but, context mark limits of interactions.
- Context is where the exposure to input takes place. Berman (1984) distinguishes two kinds of
contexts, informal (natural) and formal (mainly the classroom) settings.
* Natural context can have an important positive effect on the acquisition process. Dulay, Burt
and Krashen note that natural contact with the language, triggers the subconscious acquisition of
communication skills in that language. (1982:15)but there are many factors that can limit its
positive effects, such as the limited possibilities of establishing communication with second
language speakers, difficulties in communication or absence of a silent period in the initial stages
of the learning process.
*Formal process refers to classroom-type situations where there is an explicit focus on the
conscious learning of rules and grammatical forms, some advantages are that have a positive
effect on adults, in the sense it makes it possible for them to check their progress in the learning
process . Long (1988) concludes that formal` instruction has positive effects on the process of
acquisition of a second language both from the point of view of the pace or speed with which
individuals learn the language and their final competence. However external and internal factors
need to be taken into account when considering what makes for successful SLA.
A fundamental issue that affects the classroom context is that language is an instrument for
communication in the natural context, while in the formal one it becomes the objective of
learning . If the second language is employed in a "realistic" way, the classroom can tap into the
advantages that natural contexts offer and make learning and acquisition occur simultaneously. If
we can analyse what happens in Classroom, and how this affects learning, we may be able to judge
what is effective (and what is ineffective) teaching, or so the reasoning goes. The roles played in
promoting successful learning have been examined through what has been called classroom
process research (Gaies 1983). Three main research areas have been focused on:
*Teacher talk: the "special" language used by teachers in the classroom whose features are:
.Teachers' speech adjustments are produced in a generalised way
.teacher normally addresses many learners at the same time. Then he tends to modify his/her
speech to adopt a "medium" register, to be understood for the majority of learners
.the elements of negotiation
.the level of complexity of the language used by the teacher will change according to the
individual's level
*Interaction analysis: Tries to broaden the focus of classroom process research by including the
learner in the equation
*Discourse analysis:takes into account all the participants in the interaction, although it adds the
new consideration of observing not only the language produced by interlocutors but the way in
which this language is combined to constitute more complex units of discourse. In terms of
classroom discourse there are four basic types of target language use (McTear 1975):
1 . Mechanical: there is no communicative exchange.
2.Meaningful: language is contextualised but there is no exchange of real information.
3.Pseudo-communicative: there is some information exchange but in a different way from what
would happen outside the classroom, in natural contexts.
4.Real communicative: natural and spontaneous language use.
By other hand, Classroom discourse usually presents a profile consisting of three different phases:
The teacher's initiation of the exchange (I),The student's response (R),The teacher's feedback (F)
and when the learner notices that the teacher's intervention suggests or requires another
response .The role of feedback in the learning process In the classroom, usually presents a
doubtful role as a facilitating factor for learning. Feedback addressed to the individual constitutes
a vital part of the learning process.
* The task Is the last important aspect to considered in the classroom context. The task
determines both the type of language the individual will receive and the language he/she will
produce

-As conclusion its noted that here are some important differences between natural and formal
contexts for a learner when learning a second language and there are two kinds of learners ,
those who generate high input in the target language and those who generate less. High input
generators are more proficient in the target language in practically every aspect. Some of the
suggestions for best interaction and negotiation of input in the classroom include the interaction
in more reduced groups where individuals can negotiate, the teacher´s needs to try to be clear
and transparent in his/her speech, the teaching of other subjects through the second
language( This is known as content teaching). In my experience I have used these concepts. The
inputs I have used are vocabulary and grammar, unfortunately my students are not motivated to
learn English, therefore I don't get good interactions and as a result I don’t get good out put. The
learning time is very short and there are not possibility of have a natural context. But after this
reading I think , I have to analyze the likes and interests of my students to plan a best English class,
taking care of the inputs data and encourage them to participate using Interlanguage and mimic.
In think English class must be funny. Finally, as I could note in my classes, relationship between a
learner's, exposure to input and interaction, and individual factors such as personality, cognitive
style, attitude and motivation, among others are important to get the learning of a second
language at any place.

I think this course was very constructive and gave me a lot of information for apply in my classes,
beside this, the instructor give me very clear and interesting information and supported me when I
asked her. I enjoy it and I learnt a lot, Thank you very much.

BIBLIOGRAPHY
IEXPRO ANTOLOGHY:
APPROACHES TO LANGUAGE IN THE CLASSROOM CONTEXT
CHAPTER [3]: Input, Interaction and Context
Lesson [3.1] : Introduction.
Lesson [3.2]: Input and learning
Lesson [3.3]: Input and intake
Lesson [3.4]: Interaction
Lesson [3.5]: Output
Lesson [3.6]: Negotiation
Lesson [3.7]: Context
Lesson [3.8]: Input, Interaction and teaching
Lesson [3.9]: Conclusion