Second Language Acquisition Essay -- teachers, psychologists, research

IntroductionThrough the years, language teachers, psychologists and others have had varying ideas of how languages are learned. Second language acquisition has multiple models, including cognitive establish models, sociocultural models, and models regarding input and interaction. In this paper, my goal is to take one declamatory model of SLA, the interactionist model, and determine how this model actually plays out in the classroom. I seek to answer the following questions How does interaction support the development of interlanguage as shown in SLA research? And what does this imply about teaching practice. The tidings of these questions will follow from an analysis of four articles on interaction research. First, I will discourse an article called Talking, tuning in and noticing exploring the benefits of create in task-based peer interaction by Philp & Iwashita (2013). Then I will discuss Iwashitas work, negative Feedback and Positive Evidence in Task-Based Interaction (2003 ). I will move on to the work of Mackey and Silver, mutual tasks and English L2 scholarship by immigrant children in Singapore (2005). Finally, I will analyze McDonoughs work from 2005 on Learner-learner interaction during pair and lower-ranking group activities in a Thai EFL context. Through these articles I will gain more(prenominal) information on how to answer my chief questions.Before diving into the research, let us briefly investigate what the interactionist view of SLA is, and how it differs from other views of SLA. Long (1981, 1983, 1996) proposed that interaction is crucial to SLA. One key idea in Longs perspective on SLA is negotiation for meaning. When interlocutors struggle to understand one some other during a difficult language task, they modify their... ...rs and parents for background information.Works CitedIwashita, N. (2003). Negative Feedback and Positive Evidence in Task-Based Interaction Differential Effects on L2 Development. Studies In Second Language A cquisition, 25(1), 1-36. doi10.1017/S0272263103000019Lightbown, P., & Spada, N. M. (2014). How languages are learned (4th ed.). Oxford england Oxford University Press. Kindle EditionMackey, A., & Silver, R. E. (2005). Interactional tasks and English L2 learning by immigrant children in Singapore. System, 33(2), 239-260.McDonough, K. (2004). Learner-learner interaction during pair and small group activities in a Thai EFL context. System, 32,207-224.Philp, J., & Iwashita, N. (2013). Talking, tuning in and noticing exploring the benefits of output in task-based peer interaction. Language Awareness, 22(4), 353-370. doi10.1080/09658416.2012.758128