the intake hypothesis
DESCRIPTION
the intake hypothesisTRANSCRIPT
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The Intake HypothesisJennifer Silva
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Background
According to Richard Schmidt the
concept intake is crucial to second
language learning theory.
There is no consensus on the
definition of intake.
The linguist Stephen Krashen
apparently considers intake as a
synonymous with comprehensible
input.
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Input
Input is operationally defined as
oral/written data of the target language
to which L2 learners are exposed
through various sources.
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Background
Rod Ellis says that not all available
input is processed by the learner,
either because some of it is not
understood or because some of it is
not attended to.
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What is intake?
That part of the input that is processed
and used in grammar building will be
referred to as intake
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Intake factors
Individual factors
Age will have variable
influence on L2
development
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Anxiety refers to an emotional state of apprehension, tension,
nervousness, and worry.
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Affective factors
Learner’s disposition
One of the reasons for success
among L2 learners is their attitude
towards learning the language in a
particular situation
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Tactical factors
Learning strategies are operation and
routines used by the learner to
facilitate the obtaining, storage,
retrieval, and use of information.
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Knowledge factors
It encompasses learners
knowledge/ability not only to analyze
their own language but also to make
comparisons between their LI and L2.
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Environmental factors
Environmental factors refers to social,
cultural, political, economic, education,
and technological milieus in which L2
learning and teaching take place.
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Negotiation factors
L2 learners need to be provided with
opportunities for negotiated interaction in
order to help them develop language
knowledge and ability.
clarification, confirmation, comprehension
checks, requests, etc
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Intake processes
Linguistics and cognitive processes
◦ Grammaticalization and language transfer
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Cognitive process
Inferencing
Implicit knowledge: refers to information the
learners intuit about the TL
Structuring
◦ making explicit the implicit knowledge
◦ helps learners make from unanalyzed knowledge
(memorized routines) to analyzed knowledge
(propositions)
Restructuring
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Examples
Utterances may convey more than
their literal meaning. It's cold in here.
when spoken in certain contexts may
convey the meaning of, Would you
mind closing the window?
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Examples
If a native speaker says it will take six weeksA L2 learner might fail to notice the occurrence of the plural morpheme Another L2 might be aware that what was said was six weeks without having any idea why the –s is used.Other L2 learner has noticed the –s attached numerous nouns and he realizes that the –s frequently occurs with other textual indicators of plurality and its probably itself a marker of plurality.
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Comprehended input needs further
processing before it moves to intake.
Teachers can use
this information to
know how the
intake factors
influence in the
student.
Learners can use
this information to
improve their way
to learn a
language.
Intake process is important
for:
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Sources
Ellis, R. Understanding Second
Language Acquisition. Oxford University
Press. 1986
http://nflrc.hawaii.edu/PDFs/SCHMIDT%
20The%20role%20of%20consciousness
%20in%20second%20language%20lear
ning.pdf
http://works.bepress.com/cgi/viewcontent
.cgi?article=1051&context=b_kumaravad
ivelu
http://teslcanadajournal.ca/index.php/tesl
/article/viewFile/446/277