Nadav Spiegelman

ParsedDocument4419106

https://readwise.io/reader/document_raw_content/4606034
Author
HEBA ELSAWY
My last highlight
2023-07-26
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4

My Highlights

input alone cannot facilitate L2 learning, as learners cannot develop full linguistic ability in the target language without processing and practicing the transmitted information through interaction
Long (1996), in his updated version of the Interaction Hypothesis, points out that ‘negotiation for meaning, and especially negotiation work that triggers interaction adjustments by the NS or more competent interlocutor, facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways’ (p. 451, 452). Therefore, through negotiation
Moreover, Long (1996), in his updated version of the Interaction Hypothesis, points out that ‘negotiation for meaning, and especially negotiation work that triggers interaction adjustments by the NS or more competent interlocutor, facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways’ (p. 451, 452). Therefore, through negotiation, according to Fang (2010), a learner’s additional resources of learning may be placed to: (a) a particular link between what experience do the learners have about the L2 and what the L2 really is; and (b) the limited knowledge of a particular area of in L2 in which the learner has no previous knowledge or limited information. Here, interaction can be described according to Fang (2010), as an ‘attention-drawing device’, which means the role of interaction is to draw the learner’s
attention to the unknown features of a language. In other words, the acquisition of certain elements of a language may take place during interaction. 3. Krashen’s Input Hypothesis