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1,[object Object],Royal University of Phnom Penh,[object Object],Institute of Foreign Languages,[object Object],Department of English,[object Object],INTERACTIONAL HYPOTHESIS,[object Object],(Michael H. Long),[object Object],Applied Linguistics 401,[object Object],Course lecturer:,[object Object],Mr. MEAS Sopheak,[object Object],Group: 12,[object Object],Mr. BUT Boreth,[object Object],Mr. CHEA Piseth,[object Object],Class: E4.5,[object Object],Year 2010-2011,[object Object]
2,[object Object],OUTLINE,[object Object],I. Introduction,[object Object],	- Krashen’s input hypothesis,[object Object],	- Long’sinteractionalhypothesis,[object Object],	- Definition,[object Object],II. Howdoesthetheorywork?,[object Object],III. Limitationof Interactional Hypothesis Perspective,[object Object],IV. Conclusion,[object Object]
3,[object Object],I. Introduction,[object Object],Recall,[object Object],Stephen D. Krashen,[object Object],- Krashen’s Input Hypothesis: ,[object Object],Second language input must both be:,[object Object],	- Comprehended,[object Object],	- be at one stage above the learner’s 	  	   current level (i+1) ,[object Object],in order to be acquired (Krashen, 1985).,[object Object]
4,[object Object],I. Introduction,[object Object],(Con’t),[object Object],- Long’s Interactional Hypothesis: ,[object Object],Michael H. Long,[object Object],Based on Krashen’s Input Hypothesis ,[object Object],[object Object]
Focus on modified input
Modified input  Negotiated interaction  Communicating,[object Object]
5,[object Object],I. Introduction,[object Object],(Con’t),[object Object],Definition: ,[object Object],Interactional hypothesis referred to when learners engaged with their interlocutors in negotiations around meaning, the nature of the input might be qualitatively changed. (Long 1981, 1983a, 1996),[object Object]
6,[object Object],II. Howdoesthetheorywork?,[object Object],Interactional Hypothesis,[object Object],Modified Interaction,[object Object],Conversational Adjustment,[object Object],Comprehension of input,[object Object],Language acquisition,[object Object]
7,[object Object],II. Howdoesthetheorywork?,[object Object],(Con’t),[object Object],Types of modified input:,[object Object],Pre-modified input:,[object Object],when the speech of NS is characterized with decreased complexity, but increased 	length and redundancy like foreigner talk.,[object Object],Interactionallymodified input:,[object Object],NS provides opportunities for NS-NNS interaction.,[object Object]
8,[object Object],II. Howdoesthetheorywork?,[object Object],(Con’t),[object Object],- Language users  struggle to maximize comprehension,[object Object],- The more adjustment within interaction  The more input becomes comprehensible,[object Object],- Facilitation of comprehension by input modification ,[object Object],(to overwhelm some communicative difficulties) :,[object Object],Repetition:,[object Object],	- You said.....,[object Object],	- Toputitdifferentlyor in anotherway, .....,[object Object],	- In other words.....,[object Object]
9,[object Object],II. Howdoesthetheorywork?,[object Object],(Con’t),[object Object],(ii) Confirmation Checks:,[object Object],NNS*: what are they (.) what do they do your picture?,[object Object],NS**: what are they doing in my picture?,[object Object],NS: there's there's just a couple more things,[object Object],NNS: a sorry? Couple?,[object Object],NNS*: Non-Native Speaker,[object Object],NS**: Native Speaker,[object Object]
10,[object Object],II. Howdoesthetheorywork?,[object Object],(Con’t),[object Object],(iii) Comprehension Checks:,[object Object],	Do youunderstand?,[object Object],Isthisclear?,[object Object], 	Do youseethat...?,[object Object],(iv) Clarification Request:,[object Object],	Could you say that again?,[object Object],	Could you elaborate?,[object Object],	What do you mean by this...? ,[object Object]
11,[object Object],III. Limitation of IH Perspective,[object Object],1,[object Object],interaction facilitates comprehension (not cause it),[object Object],when learners have opportunity to signal their non-understanding and try to ask for clarification ,[object Object],(Ellis, 1999),[object Object]
12,[object Object],III. Limitation of IH Perspective,[object Object],(Con’t),[object Object],2,[object Object],comprehension does not depend on negotiation.,[object Object],Learners may benefit from the dialogic interaction by other learners (Ellis, 1999),[object Object]
13,[object Object],III. Limitation of IH Perspective,[object Object],(Con’t),[object Object],3,[object Object],the most important factor to acquisition of word meaning is range (different contexts). (Ellis, 1999),[object Object],4,[object Object],Input and interaction alone are not enough to learn a target language,[object Object],5,[object Object],Individual differences have been neglected,[object Object],(Ellis, 1999, & Ziglari, 2008),[object Object]
14,[object Object],III. Limitation of IH Perspective,[object Object],(Con’t),[object Object],6,[object Object],Interactional hypothesis has an atomistic(1) aspect, while language is, in fact, holistic(2) and dynamic. (Ellis, 1999, & Van Lier, 2004),[object Object],modified input just facilitates acquisition of word meanings not the whole utterance,[object Object],(1) atomistic: Consisting of many separate, often disparate elements,[object Object],(2) holistic: Concerned with wholes rather than analysis or separation into parts,[object Object]
15,[object Object],IV. Conclusion,[object Object],[object Object]

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