Principle 6.

Successful instructed language

learning requires extensive L2 input
Principle 6. Extensive L2 input

“if the only input students receive is in the context of a

limited number of weekly lessons based on some course
book, they are unlikely to achieve high levels of second
language proficiency” (Ellis, 2008: 4)
Principle 6. Extensive L2 input

• L1 learning:
From 2 to 5 years to achieve full grammatical
competence
During this period- exposure to massive amounts of
input

• L2 learning:
Plenty of opportunities to receive input
The more exposure Ls receive, the more and the faster
they will learn
 Principle 6. Extensive L2 input

• Krashen (1985) and Input hypothesis

• Comprehensible input [i+1] (i.e., Ls acquire the TL

by understanding/processing input that contains
forms and structures which are one step above their
current level of competence in the TL)

Comprehensible Language
input acquisition
 Principle 6. Extensive L2 input
• Krashen (1985) and Affective filter hypothesis

• Affect: motivation, attitude, self-confidence and anxiety

• Ls: unmotivated, negative attitude, lacking in self-
confidence or anxious

• Input is not going to reach the learner’s LAD

Youtube: The Affective Filter

Hypothesis
Principle 6. Extensive L2 input

• How can you make sure that Ls receive extensive

L2 input? And that this input is comprehensible?
 Principle 6. Extensive L2 input

• Comprehensible input [i+1]

 Principle 6. Extensive L2 input
• Opportunities for extensive L2 input
 Principle 6. Extensive L2 input

• Krashen

Learner production does not contribute directly to

acquisition

Rejecting any direct role for output in L2 learning

➢ High levels of competence can be achieved without
output

➢ Pushing Ls to speak is anxiety-provoking

➢ No evidence that output leads to acquisition

Principle 7. Successful instructed language
learning also requires opportunities for
output
Principle 7. Opportunities for output
• Swain (1985) and Comprehensible output
hypothesis

Learner output: important role in L2 acquisition

Principle 7. Opportunities for output
• Swain (1985) and Comprehensible output
hypothesis

Learner output: important role in L2 acquisition

French immersion programmes in Canada

Confidence in using the L2 and optimal

comprehension abilities

Failing to achieve high levels of grammatical

competence
Principle 7. Opportunities for output

• WHY?
Principle 7. Opportunities for output

• Production “may force the learner to move from

semantic processing [e.g. in comprehension] to
syntactic processing” (Swain, 1985: 249)
Principle 7. Opportunities for output

• Importance of output (Ellis & Shintani, 2014: 207):

<allthingsgrammar.com/future-going-to.html>
Principle 7. Opportunities for output
• Exercises: output is limited in terms of length and
complexity

Do not afford Ls opportunities for producing the output

necessary for interlanguage development

• Task-based approach

Opportunity to perform a range of linguistic functions

Extended talk: when Ls initiate interactions and have to

find their own words
Principle 8. The opportunity to interact in
the L2 is central to developing L2 proficiency
Principle 8. Opportunity to interact in the L2

• Long (1983, 1996) and Interaction hypothesis

• Language acquisition is facilitated through the

negotiation of meaning that takes place in
interaction

• When interlocutors seek to prevent or address a

communication problem
Principle 8. Opportunity to interact in the L2

• Long (1983, 1996) and Interaction hypothesis

NS:
• we got a plant
Language acquisition is facilitated through the
NNS: plant? of meaning that takes place in interaction
negotiation
NS: yeah, um it’s kind of like a fern, has a lot of big
•leaves;
When it’sinterlocutors
in a pot (Pica,seek
1992,toquoted
prevent orand
in Ellis adress a
Shintani,
2014: 9)
communication problem
Principle 8. Opportunity to interact in the L2

Negotiation of meaning:

➢Pushes Ls to make input comprehensible

(comprehensible input for learning), [Long, 1983]

➢Gives Ls the opportunity to provide/receive

corrective feedback (focus on form), and

➢Pushes Ls to modify their own output (modified

output: adjusting it to facilitate the interlocutor’s
comprehension or repair an initial error) [Long, 1996]
Principle 8. Opportunity to interact in the L2

• Sociocultural theory

• Lantolf: Interaction enables Ls to construct new

forms and perform new functions collaboratively

Learning manifesting itself first in social interaction and

subsequently becoming internalized
Principle 8. Opportunity to interact in the L2

• Vygotsky (1978) and Zone of Proximal

Development (ZPD)

“the distance between the actual developmental level

as determined by independent problem solving and
the level of potential development as determined
through problem solving under adult guidance, or in
collaboration with more capable peers” (p. 86)
Principle 8. Opportunity to interact in the L2

• Vygotsky (1978) and Zone of Proximal

Development (ZPD)

Learning: when an expert (i.e. a teacher/ more

capable peer) interacts with a novice (i.e. a learner/
less capable peer) to enable the novice to perform a
task collaboratively that the novice is unable to
perform independently.

Construct a zone of proximal development

Principle 8. Opportunity to interact in the L2

• Vygotsky (1978) and Zone of Proximal

Development (ZPD)

Learning: when an expert (i.e. a teacher/ more

capable peer) interacts with a novice (i.e. a learner/
less capable peer) to enable the novice to perform a
task collaboratively that the novice isPotential
unable to
developmental
perform independently. level
Actual
developmental
Construct a zone of proximal development
level
Principle 8. Opportunity to interact in the L2

• What characteristics should interaction have?

1. Creating contexts of language use where Ls have a
reason to attend to and use the language
2. Providing opportunities for Ls to use the language to
express their own personal meanings (initiating
topics and having control over topic development and
discourse)
3. Helping Ls participate in communicative activities/
tasks that are beyond their current level of
proficiency
4. Engaging Ls in using the language in a full range of
contexts (Johnson, 1995)
Principle 8. Opportunity to interact in the L2

• Collaborative work (pair/ group work)

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