Second Language Acquisition Essay -- teachers, psychologists, research

IntroductionThrough the years, spoken communication teachers, psychologists and differents have had varying ideas of how languages argon learned. Second language acquisition has twofold models, including cognitive based models, sociocultural models, and models regarding input and fundamental interaction. In this paper, my goal is to win one prominent model of SLA, the interactionist model, and determine how this model actually plays protrude in the classroom. I seek to answer the following questions How does interaction suffer the development of interlanguage as shown in SLA research? And what does this imply rough teaching practice. The discussion of these questions leave follow from an analysis of four articles on interaction research. First, I leave alone discuss an article called Talking, correct in and noticing exploring the benefits of output in task-based peer interaction by Philp & Iwashita (2013). Then I will discuss Iwashitas work, Negative Feedback and Positive E vidence in Task-Based Interaction (2003). I will move on to the work of Mackey and Silver, interactive tasks and English L2 learning by immigrant children in Singapore (2005). Finally, I will analyze McDonoughs work from 2005 on Learner-learner interaction during pair and runty group activities in a Thai EFL context. Through these articles I will gain more information on how to answer my chief questions.in the beginning 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 say one another during a difficult language task, they modify their... ...rs and parents for solid ground information.Works CitedIwashita, N. (2003). Negative Feedback and Positive Evidence in Task-Based Interaction first derivative Effects on L2 Development. St udies In Second Language Acquisition, 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