Input,+Output,+and+Comprehension



Tip- One of the best ways to practice new vocabulary is by using real objects. For example, I have a kitchen center in my classroom for my younger ELL students. I set up a table with dishes, plactic food, and a pretend menu with pictures of available food. As we pretend to eat at our "restruant", I am teaching new vocabulary.
 * Input-** Input means that the ELL understands the information being presented. Krashen(1980) refers to input as playing a major role in SLA. Grass (1997) states that input is the most important concept in the SLA process. Learning another language without input is impossible. Grass also states the four stages of Input Utilization. In the first stage, the learner realizes that he must learn important information, and that there is a gap between prior knowledge and new information. When the learner is able to make a connection between his native and second language, apperception occurs. Once apperception takes place, the ELL enters the second stage. At this stage, the learner is able to convert information into comprehend input. In the third stage, intake processing and psycholinquistic process takes place. The last stage involves integrqation, which allows the ELL to comprehend, connect, and store new information.

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Tip- A great way for an ELL to practice output is by using pictures from magazines, newspapers, clip art, etc. I have a box of pictures that I have collected through various media sources. For example, I have pictures of animals chasing each other, friends playing in the water, and sport events. I show the pictures to the students, and they tell me about the picture. I will ask questions to provide opportunties for feedback. I will also use the pictures to help the ELL develop new vocabulary.
 * Output-**Output occurs when the ELL is able to comunicate in his targeted language. This output helps the ELL to use the new language correctly so that he can communicate. The four ways in which output provides learners with opportunities for authentic language learning. These four ways include testing hypothesis, receiving feedback, developing automaticity, and shifting from meaning-based processing.

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Tip- I love for the students to participate in roll play. I provide costumes and toys for my kindergarten students to interact with each other. For example, I give my students firemen hats, hoses, and trucks and let them pretend to put out a fire. I also let them pretend to be a teacher, chief, and a vet. The students enjoy roll playing, and I use this time of social interaction to help develop vocabulary and communication skills.
 * Role of Interaction-**Interaction in second language learning is extremely important to a student learning a second language. Providing social interaction and conversation is the best way to promote a second language. These opportunities for input and output language is necessary because the ELL needs to learn to communicate. This interaction provides for language practice, experimentation, and language production. Interaction also provides an opportunity of grammar and syntax.

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 * Comprehension-** Input, output, and interaction are the backbone of language acquisition. The ELL must be exposed to the English language by hearing conversation. By listening to the language, the learner can learn new vocabulary, grammar patterns, and start to understand the meaning of different words. Even after the student can speak the new language, he still needs input to help develop fluency.

The student must learn to express himself in his new language. In order to truely communicate, the learner must be able to carry on a conversation. The output conversation may only start with a few words, but will continue to develop over time. The student must be given the aopportunituy to answer simple questions and talk to his peers so the language can develop.

Interaction with English speakers is the most important way an ELL can practice in the targeted language. This interaction can be formal with a teacher developing new vocabulary, and informal though small group conversation. The ELL can learn new vocabulary through social interaction in the gym, recess, in the lunchroom, and even on the bus. The more opportunties for social interaction, the faster the student will become fluent in English.

TIP-I always assign a new ELL a "buddy". This "buddy" is responsible for helping the ELL with new vocabulary. For example, the "buddy" helps the new student get his tray and food in the lunchroom. I teach the" buddy" to point to the differerent food choices and say the name of the food. I used this system with a new student from Mexico. After about a month, the clasroom teacher could read the menu and he was able to choose the food he wanted for lunch. This peer interaction enabled the ELL to learn the names of the food in a meaningful matter.

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Gass, S.M. (1997). //Input, interaction, and the second language learner//. Mahwah, NJ: Lawrence Erlbaum. // Language Learning, 32, // 65-89.Krashen, S. (1980). The input hypothesis. In J. Alatis (Ed.), //Current issues in bilingualeducation// (pp. 168-180). Washington, DC: Georgetown University Press.

MTSU Honor Statement:This assignment/assessment was solely written by me. In no way have Iplagiarized (represented the work of another as my own) or otherwise violatedthe copyright laws and academic conventions of fair use. I know that violationsof this policy may result in my being dismissed from Middle Tennessee StateUniversity and/or appropriate legal action being taken against me.Signed (submitting this statement to Teaching Faculty with student's name typedbelow constitutes signing): Your Name Jena Tabor Date: May 30, 2010

Jena Tabor 37 Flintville School Road Flintville, TN 37335 jtabor@lcdoe.org 931-937-8271