Abstract
A central theme in second language acquisition is Interlanguage, an idea grounded on the concept that the human brain activates an innate psychological structure in a second language learning process. It is a system that is constructed by second language learners. There is a distinct language system in second language learners’ utterances which is quite different from the native speakers (Selinker 1972, p. 209-241). Interlanguage varies under diverse contexts, e.g., one domain of IL can be different from another one in terms of fluency, accuracy, and complexity. However, interlanguage can cease developing or fossilize, in any of its developmental stages due to the complexities a learner faces in acquiring a second language. According to Mitchell et al. (2013, p.60), under the platform of interaction, feedback, modified input, negotiation for meaning, and modified input come together to facilitate second language acquisition. It is evident from this point that Feedback and Negotiation are interrelated. This paper proposes to discuss these two subjects under the umbrella term interaction and argues the role of both of them on interlanguage development, concluding with an analysis of these techniques and the pedagogical implications.
Highlights
A central theme in second language acquisition is Interlanguage, an idea grounded on the concept that the human brain activates an innate psychological structure in a second language learning process
Introduction1 1.1 Feedback and Negotiation under the Interaction Hypothesis Founded by Long (1996), the interaction hypothesis is an idea that offers that interaction facilitates second language acquisition because it avails the learners with necessary comprehensible linguistic input that occurs due to the linguistic and conversational modification in discourse
This study is characterized by several shortcomings, its findings can make a significant contribution to Interlanguage development
Summary
Learner: I went to the train station and picked up my aunt This extract consists example of metalinguistic feedback where the teacher comments on the learner to correct his utterances without providing the correct form explicitly. As the learner in the previous lesson is drilled a structure with prompts, the teacher pushes the learner to produce correct utterances because the learner in line one is partially correct as he errs with producing "pick up" instead of "picked up". Later he is instructed by the teacher and repairs the error
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