Input,+Output,+&+Comprehension


 * INPUT, OUTPUT, and COMPREHENSION[[image:http://t1.gstatic.com/images?q=tbn:kRt1qbkIcyEvmM:http://languageartsgames.4you4free.com/reading_comprehension.gif width="165" height="96" align="right"]]

Input **: The language that is available to learners; exposure. Input utilization leads to integration. Integration allows the SLA learner to comprehend, connect, and store new L2 information. The learner will also be able to process the information for later use.

**Classroom tip** : //Teachers should give students visual clues, break down the language into understandable chunks, and use a variety of strategies for providing comprehensible input to occur.

Lesson Planet includes a variety of lessons that focuses on input in classroom objectives. []//

** Output ** : Production and experimentation with language and testing its hypotheses. Ouput provides opportunites for feedback in order to check and correct language use. Plays a crucial role in syntactic and morphological knowledge of L2.

**Classroom tip** : //Create lessons that encourage cooperative learning, such as working in small groups. Small groups encourage oral practice and provide opportunites for teacher feedback.//

Role plays provide great opportunties for group work. See site for ideas: []

** Role of Interaction ** : Interaction provides opportunites for input, output, and feedback as result of the interaciton to occur. Feedback provides SLA learners with information about their success in L2.

**Classroom tip** : //When giving feedback it is important not to shatter student confidence for incorrect responses. Comment on the learner response that was good and suggest improvements on the parts that need improvement.//

For more examples of effective interaction: []

** Comprehension ** : The ability to understand and comprehend L2 language. Comprehensible output is demonstrated in speaking and writing. Learner will draw on L2 syntax.


 * Components of comprehension include**:
 * Pronunciation[[image:http://t0.gstatic.com/images?q=tbn:S5DEm_T1xyy90M:http://mind.c.u-tokyo.ac.jp/Sakai_Lab_files/News/HFSP2002-1_files/Cover_Hashimoto_Sakai.jpg width="156" height="129" align="right"]]
 * Grammatical understanding and use
 * Contextualization with appropriate vocabulary and linking devices

**Classroom tip** : //Students need opportunities to test the structures they have learned, and the hypotheses they are making about language and the target culture. Writing prompts and speaking prompts are an effective way to do this.

Conversation starters : []//


 * Reference**:

Gass, S.M. $ Selinker, L. (2008). //Second Language Acquistion: An Introductory Course// (3rd ed.). New York: Routledge.



Daiva Berzinskas ESL Instructor: daivaberz@gmail.com