Understanding the Roles of Contextualized Input,Output,And Interaction In

UNDERSTANDING THE ROLES OF

CONTEXTUALIZED INPUT,OUTPUT,AND

INTERACTION IN LANGUAGE LEARNING

• OVER THE YEARS,TEACHER,RESEARCHES,AND THEORIES HAVE ATTEMPTED TO ANSWER THE QUESTION « HOW DO PEOPLE LEARN LANGUAGES? AND « WHAT DOES IT MEAN TO KNOW A LANGUAGE? OUR UNDERSTANDING OF LANGUAGE LEARNING CONTINUES TO DEVELOP AS NEW RESEARCH FINDING TELL US MORE ABOUT THIS PROCESS AND ABOUT HOW WE CAN MORE EFFECTIVELY FACILITATE FOREIGN LANGUAGE LEARNING IN THE CLASSROOM SETTING.

• IN RECENT YEARS,RESEARCH IN SECOND LANGUAGE ACQUISITION(SLA)HAS PROVIDED THE FIELD OF LANGUAGE TEACHING WITH NEW INSIGHTS INTO THE NATURE OF LANGUAGE LEARNING.

• MUCH OF THE (SLA) RESEARCH EXAMINES HOW INDIVIDUAL LANGUAGE LEARNERS INTERFACE WHITH THE LANGUAGE ,THE CULTURE, AND THE LITERATURE WITHIN EXPERIMENTAL SETTINGS AND CLASSROOMS.OTHER RESEARCH VEWS THE LEARNER AS A MEMBER OF A COMMUNITY AND STUDIES HOW LEARNER IS TRANSFORMED BY LANGUAGE LEARNING AND TRANSFORMS THOSE WITH WHOM HE OR SHE INTERACTS.THIS RESEARCH IS LARGELY CONDUCTED IN CLASSROOMS AND IN SETTINGS SUCH AS STUDY ABROAD OR IN COMUNITIES.

• AS YOU WILL SEE ,EACH EXPLANATION OF LANGUAGE LEARNING GENERATES RESEARCH,NEW THEORIES EMERGE TO EXPLAIN WHAT PREVIOUS THEORIES INADEQUATELY EXPLAINED,AND EACH PERSPECTIVE OFTEN OCCURS IN RESPONSE TO PREVIOUS ONE.FURTHERMORE,EACH THEORY HAS IMPLICATIONS FOR CLASSROOM INSTRUCTION,WICH ARE SUGGESTED AFTER THEORETICAL DESCRIPTION.