REVIEW OF “CHAPTER 6 OF ROD ELLIS’ BOOK ENTITLED INPUT,

INTERACTION, AND SECOND LANGUAGE ACQUISITION”

A. Introduction

According to the task given in Second Language

Acquisition course, one of chapters of Rod Ellis’ book

entitled Understanding Second Language Acquisition must be

reviewed. In this paper, the sixth chapter of Rod Ellis’ book

entitled Input, Interaction, and Second Language Acquisition

was chosen to be discussed by means of lottery system done in

the class. This review, furthermore, is intended to fulfill

the requirements of the course project.

There are some aspects that are going to be reviewed in

this paper about the chapter, such as giving the summary,

evaluating the chapter, discussing some argued points within

the chapter, and giving conclusion and the implication of the

chapter. In addition, some points being evaluated are the

organization of the chapter, the content, theoretical

soundness of the chapter, significance, special merit, and

also some weaknesses of the chapter being discussed.

The summary will be discussed briefly the major points

presented in the chapter. Since the chapter is talking about

input, interaction, and second language acquisition, the major

points being discussed are about input/interaction in natural

settings, input/interaction in classroom settings, the role of

input and interaction in SLA, and the effects of input and

interaction on the route and the rate of SLA. The author

begins the chapter by making available the three views on

input in language acquisition and ‘motherese’ which are being

the underpinnings of the discussion of the chapter and is

about to be discussed briefly in the summary.

The organization of the chapter is evaluated by looking

thoroughly the points discussed overall and the particular

points discussed in every single paragraph of the chapter. As

good writing provides good examples, the given examples are

also being evaluated in term of organization evaluation.

Besides, the provided summary in the chapter is also concerned

to evaluate the organization whether the placement is already

appropriate or not. By doing so, it can be concluded how well

the chapter is being organized and what style is Ellis using

in presenting the points in the chapter.

Content of the chapter is then evaluated on how detail is

the explanation and the examples given in the chapter, how

well the ideas presented in the explanation given, how well

the author relates each topic and sub topic being discussed in

the chapter and how well the author tell the summary in terms

of clear and detail. It is then having relation to the

theoretical framework given in the content, particularly in

theoretical soundness. The theoretical soundness is evaluated

on how strong is the theories given by some experts in

explaining the terms and what are the theories strengthen the

arguments given by the experts. As the continuance of the

evaluation, the significance, special merit and weaknesses are

given based on those evaluations of the organization, content,

and theoretical soundness.

By reviewing the chapter, it is expected that it will

give more detail in terms of SLA about input and interaction,

particularly how it is related to SLA. In addition, it is

expected to make the readers could have deeper understanding

about input and interaction. Furthermore, it is expected to be

able to socialize input and interaction, so that it could be

applied and be more useful in daily settings whether in

natural and classroom settings. It is also expected to prove

on how important the understanding about input and interaction

are in daily life, particularly in teaching, and to be able in

achieving the goal of teaching itself; thus, there will be

ease in teaching and learning in acquiring second language.

B. Summary

Chapter 6 of Ellis’ book, Understanding Second Language

Acquisition, focuses on input, interaction, and second

language acquisition considering on what happens outside the

learner and how this affects SLA. The starting point of this

chapter is an account of three different views on the role of

input in language acquisition: the behaviourist, the nativist,

and the interactionist views. The behaviourist view emphasizes

the importance of the linguistic environment, which is treated

in terms of stimuli and feedback. The accounts of behaviourist

view the learner as ‘a language-producing machine’ who

automatically and effortlessly learns a L2, provided he gets

the right input data. The nativist view minimizes the role of

the input and explains language development primarily in terms

of the learner’s internal processing mechanisms. Nativist

accounts of SLA view the learner as ‘a grand initiator’; that

is, he equipped with just those abilities that are needed to

discover L2, no matter how impoverished the L2 data are. The

interactionist view sees language development as the result

both of input factors and of innate mechanisms. Language

acquisition derives from the collaborative efforts of the

learner and his interlocutors and involves a dynamic interplay

between external and internal factors.

The contribution of studies of the input provided by

mothers in L1 acquisition, which together with the three

different views, is important to understand the direction that

SLA research has followed. Mother’s speech was remarkably well

formed, containing few ungrammatical utterances or sentence

fragments; in addition, it was characterized by a number of

formal adjustments in comparison to speech used in adult-adult

conversations, and adjustments in pronunciation. These

adjustments were considered to constitute a special use of

language or register, known as ‘motherese’. As Ferguson in

Ellis suggests that there are three main functions of

‘motherese’ related to language acquisition, they are as an

aid to communication, a language teaching aid, and a

socialization function. Furthermore, the crucial importance of

the basis of adjustment made by mothers is the extent to which

the child comprehends what is said to him and the extent to

which he signals his comprehension or lack of comprehension to

his caretaker. In terms of in which the mother’s speech

adjustments affect first language acquisition, the available

evidence suggests that the route of L1 acquisition does not

change in any significant way as a result of differences in

the linguistic environment. However, there is much stronger

evidence for an effect on the rate of acquisition in which the

way mothers talk to their children influences how rapidly they

acquire the language.

The section discussed about a number of studies of input

(the contribution of the native speaker) and interaction (the

joint contributions of native speaker and learner) in natural

settings, input has been considered in terms of foreigner talk

(i.e. the register used by native speakers when they address

non-native speakers) and study of discourse involving

conversations between native speakers and L2 learners.

Foreigner talk occurs because of the need to negotiate meaning

and may be the result of universal processes of simplification

also found in SLA and pidgins. Foreigner talk involves a

number of formal and interactional adjustments in native

speaker speech. Some of these adjustments lead to

ungrammatical speech. Foreigner talk adjustments are more

frequent in discourse involving children than adults, and also

in two-way as opposed to one-way communication. How native

speakers are able to adjust their speech include regression,

matching and negotiation. Functions of foreigner talk as Hatch

(1983) suggests are to promote communication, to establish a

special kind of affective bond between the native speaker and

the non-native speaker, and to serve as an implicit teaching

mode. Ungrammatical foreigner talk, or known as ‘the talking

down function’, occurs under special conditions, such as when

the non-native speaker has very low proficiency in the L2,

when the native speaker thinks he is of a higher status, when

the native speaker has considerable prior experience of

foreigner talk, or when the conversation occurs spontaneously.

Interaction has been considered in terms of the discourse

that learner and native speaker participate in. Differences in

the type of discourse involving child and adolescent/adult

learners have been observed. Adults have to cope with topics

that place greater communicative demands on them, but they are

more likely to contribute to keeping the conversation going.

Differences also occur according to whether the native speaker

is a child or an adult. In the case of the child, there is

more playing with language, whereas with adult native

speakers, the learner gets the chance to nominate a topic

which the adult helps to sustain. Studies of discourse

involving L2 learners show that there is a negotiation of

meaning when the participants struggle to avoid and overcome

communicative breakdowns. On the part of native speaker this

involves the use of strategies and tactics. The result of

negotiation of meaning is that particular types of input and

interaction result. In particular it has been hypothesized

that negotiation makes input comprehensible. This may be

important for SLA.

Input and interaction in classroom, on the other hand,

have been investigated by means of interaction analysis, the

study of teacher talk, and discourse analysis. Interaction

analysis has been spawned numerous category systems, some

specifically designed for use in language classrooms. In

general, however, it sheds little light on input and

interaction in classrooms from the perspective SLA. There are

two kinds of studies of teacher talk, they are those

investigate the type of language that teachers use in language

classrooms and those that investigate the type of language use

in subject lessons involving L2 learners. Studies of teacher

talk indicate that similar kinds of modifications occur in the

teacher’s language as those observed in foreigner talk,

although ungrammatical adjustments may be less common. Also

teachers may not be able to tune their speech finely in the

one-to-many classroom situations. Discourse analysis shows

that many classroom interactions follow an IRF (initiate-

response-feedback) pattern, which restricts the opportunity to

negotiate meaning. However, other types of discourse also

occur when the L2 is used for general classroom organization

and management and for social purposes.

Considerable differences between natural and classroom

environments arise, particularly when the focus is on form in

language lessons. These differences are not absolute; they

vary in degree according to the type of classroom and also the

type of teaching. Learner-centered teaching in subject or

immersion classrooms can lead to examples of interaction

similar to those found in natural setting.

A number of different ways exist for investigating the

effects of input and interaction in SLA. Many of these,

however, necessitate a leap from description of input language

to explanation of its effects. There is little hard research

showing whether input and interaction does affect SLA, what

features of input and interaction are important, and what

aspects of SLA are affected. With regard to the route of SLA,

input may facilitate development by providing the learner with

ready-made chunk of language to memorize and later analyze,

helping the learner to build vertical constructions, modeling

specific grammatical forms with high frequency, ensuring that

the input is one step ahead of the learner’s existing

knowledge (by providing comprehensible input), and providing

the right affective climate to ensure that input becomes

intake. With regard to the rate of SLA, a number of studies

have investigated the effects of input and interaction, with

mixed success. However, there are grounds for thinking that

both the quantity and the quality of input are important. The

characteristics of an optimal learning environment can be

deduced from studies of input and interaction in both first

and second language acquisition such suggested by Ellis

(1984).

Strong claims have been advanced that SLA is aided by

two-way communication in which comprehensible input is

provided by means of interactional adjustments. However, two-

way communication is not necessary condition for SLA. Nor is

it sufficient. There are no differential contributions of

input and interaction on the one hand and internal processing

mechanisms to SLA on the other because SLA is jointly

determined by factors inside and outside the learner. This

being so, it is an interactionist view of SLA, rather than a

behaviourist view or nativist view, that may be most

acceptable.

C. EvaluationThe sixth chapter of Rod Ellis’ book subtitled Input,

Interaction, and Second Language Acquisition is about to be

evaluated to some terms on this part, such as the organization

of the chapter, the content, theoretical soundness,

significance, special merit, and some weaknesses which is

found in the chapter. It is crucial to be discussed since

there are some things still need to be evaluated deeper.

1. Organization Evaluation

Overall, the organization of the sixth chapter of Rod

Ellis’ book is presented in well thought-out way. It is

because Ellis presents his ideas in a well organized way and

he is also logic and systematic in developing his ideas.

Ellis, in this way, has a clear understanding of the key

concepts/ideas/studies/models related to the topic. In

general, it provides introduction, subtopics in good sequence,

summary in the end of each sub topic and conclusion in the end

of the chapter. There are three major topics being discussed

in the chapter, they are input/interaction in natural

settings, input/interaction in classroom settings, and the

role of input and interaction in SLA. He begins the chapter by

presenting the introduction then giving some related theories

as the background, such as three views on input in language

acquisition and motherese, for it has link to the topic being

discussed. The organization of the content should be ordered

logically using logical division order of ideas which a topic

is divided into parts and each part is discussed separately

(Oshima and Hogue, 2002:34). Regarding to this, this chapter

has been successfully ordered in that way.

After that, it is followed by the explanation of each sub

topics and the summary of each sub topic. Not only that, the

well organized ideas can also be seen from the organization in

each subtopic given. It is begun by background which is

usually a problem related to the topic or stating some experts

who provide the theory, then given another theory to

strengthen it or theory against it. Mostly, Ellis begins the

discussion of each topic by providing such background, then

continue with theories from the experts, and followed by some

argument against or pro to those theories mentioned.

Otherwise, giving some former theories then followed by the

latter theories and argued them. At last, it is ended with the

summary of the sub topic. By granting the points in that way,

the reader could have of high quality understanding of what

happened to L1 acquisition as the basic to learn L2, and

therefore know what it occurs to L2 acquisition in both

natural and classroom setting. At last, the reader could

compare between those two settings and could have of high

quality of understanding of the effects to other aspects such

as on the route and the rate of SLA.

Regarding to the clarity, Ellis has been clear about what

he would like to convey. By providing the summary section at

the end of each sub topic discussed, it does help the reader

to know how a theory comes up and how it was debated against

or pro to the former theories, particularly beginner SLA-

reader in gaining more knowledge about SLA and

input/interaction. Thus, it is easy to follow and easy to

understand. Furthermore, clearly constructed sentences used

also encourage the interest of the reader and help the reader

track it easily while they read it on.

2. Content

The content of the sixth chapter of Ellis’ book being

reviewed is a high-quality one. It provides what it should be.

It is good for the author knows about the history of the

research area and any related controversies. It is discussed

in an appropriate context for the investigation and evaluation

of the work of others. This also clarifies important

definitions/terminology. It can be seen by the explanation

given in each sub topic which consists of arguments by stating

some theories to strengthen his opinion and giving some

theories against or pro about the topic. The theories opposed

are usually the theories in the same year or even latter ones.

This chapter also has good way in developing the research

space indicated in the introduction given in the beginning of

the chapter. It narrows the problem and makes the study

feasible. The introduction, in this way, has been successful

to introduce the main topics about to be discussed in the

chapter and to give clear image about what is being discussed

within the chapter. The author also gives the meaning of the

key words that is being topic discussed within the chapter. It

does help the reader to comprehend the content and follow the

material easily.

However, regarding to the language use, this chapter uses

a bit hard language to understand for beginner readers. It can

be seen by the provided vocabularies within the chapter that

is unusually used in common reading passage. However, it has

strength by doing so that it does help the learner to enrich

their vocabulary, particularly in language study. In addition,

the providing examples, tables, and diagrams do help the

learner to follow and easy to understand the ideas presented

even though the language is a bit hard to understand. By

making available those supporting details, it helps to shed

light the material discussed.

3. Theoretical Soundness

There are various theories which are chosen to report the

material of the study especially in chapter 6. Whereas this

chapter considers what happens outside the learner and how this

affects SLA, and the next investigates what happens inside the

learner. Underlying theories provided within chapter 6 were

taken from many sources whether from the author itself and the

other experts in terms of input and interaction in learning SLA,

while input is used to refer to the language that is addressed

to the L2 learners either by a native speaker or by another L2

learners; furthermore, interaction consists the discourse jointly

constructed by the learner and his interlocutors; input,

therefore is the result of interaction.

The term input is closely related with the three

different views regarding the role of input in language

development; the behaviorist, the nativist and the

interactionist. The theoretical soundness of the behaviorist

view make the learner involves to the social interaction so

that they built a good relationship with his surroundings and

he is able to produce L2 as much as possible from the

interaction; in addition, the model of learning is organized

by emphasizing the need to regulate the stimuli by grading to

input into a series of steps so each step constitutes the

right level difficulty for the level that the learner has

reached. Theoretical soundness of the nativist view; the

learner can explore their ability by activating the internal

mechanism with the input to achieve a better understanding of

the acquisition process. Theoretical soundness of the

interactionist view refers to both advantages behaviorist and

nativist view such as the field of science became wider as the

theory learns discourse so that it also involves developing

the acquisition of second language in terms of other skills.

The theory which relates with prevailing nativist view

consider with mothers tune the pitch, intonation, and rhythm

to the perceptive sensitivity of the child which known as

motherese (Sachs, 1977). Ferguson (1977) states the main

functions of these terms. The basis of adjustments made by

mother in term of L1 acquisition as Gleason and Weintraub

(1978) suggest that parents have a general idea of their

children’s linguistic ability, particularly their ability to

understand, but they lack an accurate knowledge of what

specific language features their children have mastered. The

effect of motherese shows there is considerable evidence for

an effect from studies conducted by Cross (1977; 1978), Ellis

and Wells (1980), and Barnes et.al. (1983) among others, to

suggest that the way mothers talk to their children influences

how rapidly they acquire the language.

In the explanation of input and interactional settings,

the major natural linguistic environment comprises two related

approaches: (1) the study of foreigner talk, and (2) the study of

discourse involving conversations between native speakers and

L2 learners. The first approach was stimulated by Ferguson’s

(1971) account of simplified register. It was then developed

by some experts, such as Long who provided the theory about

foreigner talk particularly about the characteristics, Hatch

who made available about the functions of foreigner talk, and

Corder about the explanations on how native speakers are able

to adjust their speech since foreigner talk considers to the

native speaker adjusts their way to communicate convergent

appropriately to the addressee whether those are convergent

upward or downward and the interactional adjustment as well as

both grammatical and ungrammatical input adjustments. The

second approach refers to the study of discourse in terms of

genre and register. The theories provided by Hatch and Warner-

Gough in child-child and child-adult conversations.

The classroom process research, as Gaies (1983) calls the

study of communication in classroom, has taken different

forms. The earliest was interaction analysis, which consists of

using sets of categories to code the kinds of language use

which occur in classrooms which made available by Moskowitz,

Fanselow, and Allwright. An alternative approached focused

only on the language used by the teacher when addressing L2

learners. It applies to the classroom to help identify the

different type which occurs there so that the teacher speaks

appropriately to the learner.

The analysis of selected L2 input and interaction

sequences approach adopted by Hatch and Long for natural SLA

and by Ellis for classroom SLA. For example Hatch examines

example of native speaker-learner discourse and then

speculates in what way they constrain. It does offer many rich

hypotheses.

4. Significance

By discussing the input, interaction and second language

acquisition, this sixth chapter of Ellis’s book can give

deeper understanding about some theories related to second

language acquisition, particularly about input and interaction

either in natural setting or in the classroom setting since

this chapter also discussing what adjustments occur in input

and interaction directed at learners, and why and how these

adjustments take place. Therefore, the teacher or the native

speaker can get some considerations and adjustments when doing

communication with L2 learner or non-native speaker.

Understanding input, interaction and second language

acquisition, for the development of the knowledge, can develop

or emerge the new ideas about method in teaching and learning

process. The field of second language acquisition (SLA) has

changed significantly in the past century, from grammar-

translation methods of the early twentieth century, audio-

lingual approaches in the 1950s,“designer methods” of the

1970’s, and the more recent shift in the field away from

behaviorism and structured linguistics to a more cognitive

approach. Indeed, even our current theories are continually

permutating as they are applied and evaluated in practice.

For other researchers, this chapter can be used as the

source of research because, as what have been discussed above,

the writer gives his theory by giving the former and continued

by latter theories. Sometimes he also gives other theory that

in contrast with his theory. By doing so, other researcher can

obtain wider information and a lot of references about input

and interaction related to second language acquisition that

can strengthen his/her argument in their research.

5. Special Merit

The study has special merit that providing of what is

known about second language acquisition especially in terms of

input and interaction where there is some information about

characteristic which are displayed by input and interaction

involving L2 learners. It is explain quiet a lot about input

and discourse between native speakers or teachers and L2

learners.

There are a number of different ways exist for

investigating the effects of input and interaction in SLA. It

develops our comprehension in second language acquisition

especially on whether SLA is significantly affected by the

quality and quantity of input and interaction and how does

input and interaction affect SLA.

By studying this chapter, we can get clear explanation

about three different views regarding the role of input in

language development as the basis of this study. Moreover, the

role of the linguistic environment in SLA is also discussed.

The main point of this chapter is knowing what adjustments

occur in input and interaction directed at learners and why

and how these adjustments take place either in natural setting

or in classroom setting; therefore, the effective

communication occurred.

6. Weakness

As what has been discussed above, this chapter is a very

high-quality reading material about input, interaction and

second language acquisition since it gives very clear and

structural explanations about it. However, in giving sub-topic

that will be discussed there is no numerical system;

therefore, the reader might be little bit confuse in making

scheme about the material. It would be better if the writer

use numeric system in this chapter so that the readers are

able to divide each subtitles of this chapter.

D. Discussion on Argued Points

In this part, actually there is nothing that could be

argued. We just want to add some new points related to the

topic being discussed. In Ellis book stated that the former

characteristics of foreigner talk by Long. In here we would

like to provide the latter characteristics of foreigner talk

based on Long, 1996. Foreigner talk has simple vocabulary,

using high frequency words and phrases, long pauses, slow rate

of speech, careful articulation, loud volume, stress on key

words, simplified grammatical structures, topicalization

(topic at the beginning, than comment about it), more

syntactic regularity, and retention of full form (e.g. last

contraction, fewer pronounce).

As in oral input, “simplification” of sentence structure

alone is of questionable value in enhancing the

comprehensibility of written text. Modification of written

input for L2 learners also typically includes controlled

vocabulary and shorter, simpler sentence structure. In written

academic texts, modifications meant to help L2 students

understand what they read are essentially the same as those

used in text books for native speakers of English.

Modifications in academic texts include frequent organization

markers, such as headings and linking devices, clear topic

statements, highlighting of key terms and inclusion of synonym

as paraphrase, bulleted or numbered lists of main points,

elaboration of sections which require culture-specific

background knowledge, visual aid, such as illustrations and

graphs, explicit summations and regular intervals, and

questions which can be used for comprehension checks.

In this chapter, the writer only made available about a

kind of interaction which is called interpersonal interaction.

In line with this, this paper would like to provide additional

theory about other kinds of interaction. Troike (2006) argues

that there are some kinds of interaction; they are

interpersonal interaction and intrapersonal interaction.

Interpersonal interaction is, so far we are using the term

“interaction” , communicative events and situations which

occur between people. Intrapersonal interaction is

communication that occurs within an individual’s own mind.

This is also viewed by Vygotsky in Troike (2006) as socio-

cultural phenomenon. In this type there is self-talk which is

called private speech which many children (in particular)

engage in that leads to the inner speech that more nature

individuals used to control thought and behavior.

Leaver et.al (2005:131) adds there can be a number of

ways of interrelating in a foreign language classroom. We call

these levels of interactions. While not all levels of

interaction that exist in real life are presents in the

foreign language classroom, at least three are. These includes

within the individual (intrapersonal processes), between two

individuals (processes or relations), and among members of a

group (group dynamic).

Individual dynamics are reactions to outside stimuli that

you experience but do not share with or express to others.

These show up as likes and dislikes, tension, anxiety, and

other emotions. You may find yourself feeling sick when you

need to open your textbook or go to class. Interpersonal

dynamics are quite different. When two people interact, they

influence each other in many ways, and are normally unaware of

most of those ways. Intragroup dynamics are very important to

your feeling comfortable in your foreign language classroom.

Intragroup dynamics can take at least three forms that can

create dysfunctional classrooms: division into subgroups,

scapegoating, and group reaction to the teacher.

E. Conclusion and Implication

Based on the review of the article above, we can conclude

that the chapter 6 of Rod Ellis book entitled Understanding

Second Language Acquisition is presented in well thought-out

way by the authors; therefore the readers can understand about

some terminologies in second language acquisition particularly

about input and interaction either in natural setting or in

classroom setting.

This review is intended to give some implications for the

readers. The field of second language acquisition (SLA) has

changed significantly in the past century, from grammar-

translation methods of the early twentieth century, audio-

lingual approaches in the 1950s, “designer methods” of the

1970’s, and the more recent shift in the field away from

behaviorism and structured linguistics to a more cognitive

approach. Indeed, even our current theories are continually

permutating as they are applied and evaluated in practice.

REFERENCES

Ellis, R. 1986. Understanding Second Language Acquisition. Oxford:

Oxford University Press

Leaver, B.L, Madeline E. and Boris S. 2005. Achieving Success in

Second Language Acquisition. New York: Cambridge University

Press.

Oshima, Alice and Ann Hogue. 2002. Writing Academic English, Fourth

Edition. Oxford: Oxford University Press.

Saville, M. and Troike. 2006. Introducing Second Language Acquisition.

New York: Cambridge University Press.

Schmidt, M. M. Interaction and Negotiation in Second Language Acquisition.

Columbia: University of Missouri

THE REVIEW OF CHAPTER 6 OF ROD ELLIS BOOK ENTITLED

UNDERSTANDING SECOND LANGUAGE ACQUISITION

“INPUT, INTERACTION AND SECOND LANGUAGE ACQUISITION”

By 6th Group:

Putu Tika Virginiya

I Made Harpian

Ni Wayan Satri Adnyani

POSTGRADUATE

ENGLISH EDUCATION STUDY PROGRAM

UNDIKSHA UNIVERSITY

2012