THE SECOND LANGUAGE

THE SECOND LANGUAGE
INTERACTIONIST VIEW

Second language acquisition is the process by which people learn a second language in addition to their native language. The language to be learned is often referred to as the “TARGET LANGUAGE” or “L2”, compared to the first language, referred to as the “SOURCE LANGUAGE”.
Interaction is the key to second language learning. Ellis (1985) defines interaction as the discourse jointly constructed by the learner. The interactionist view of language learning is the result of an interaction between the learner’s mental abilities and the linguistic environment. Long (1990) as cited in Ellis proposed that interaction is necessary for the second language acquisition. According to him, three aspects of verbal interaction can be distinguished: input, output, and feedback. Input is The language offered to the learner by native speakers or other learners. Production is the language spoken by the language learners themselves. Feedback is the response given by the conversational partners to the production of the learner. According to Krashen, language acquisition takes place during human interaction in the target language environment. Gass and Varonis (1994),The native speaker modifications are more frequent in two way communication because conversation provides the native speaker with feedback from the learner & thus enables him to estimate the amount of adjustment required. Hatch (1983), Suggests that foreigner talk has the same basic functions as motherese whereby it promotes communication, establishes an effective bond between native speaker, learner and serves as an implicit mode teaching.
Second language acquisition based on interactionist view have some effects in negotiation of meaning:
► It helps to promote communication
► It facilitates learning as it helps noticing a “gap” between received input and the learner’s output
► It enables learners to receive feedback through direct and indirect evidence Recall of the relevant item will be enhanced
►It helps acquisition at least where vocabulary is concerned
► Clarification requests facilitate learners to produce output modifications
► Pushing learners to produce more comprehensible output may have a long-term effect

However, so far relationship between the amount or type of negotiated input and the amount or type of learning which occurs still remains unresolved at this point and further empirical research is needed.
The conclusion:
Interaction is a recursive process. The learner receives input from his/her interlocutor and that input becomes intake when the learner processes the information internally. The learner than produces the output which in turn becomes the input for the interlocutor and he/she provides feedback to that input. This process continues as conversation or communication and therefore enhances second language learning.