A Reflection on Chapter Six of Second Language Learning Theories

A Reflection on Chapter Six of Second Language Learning Theories Chapter six focuses on the recent development of knowledge pertaining to the relationship between L2 development and native speakers. We are reminded of terms, such as: Input Hypothesis, recasts, prompts, and Output Hypothesis which help us formulate and identify aspects of L2 language development. The evaluation section of chapter six is split into several sections. The scope of interactionist research is often founded on Evelyn Hatch as early inspiration. Hatch said, â€Å"one learns how to do conversation, one learns how to interact verbally, and out of the interaction syntactic structures are developed,† (2013, p.184). I found the interaction approach with the nature of language and with the nature of learning most interesting in this chapter. The interaction approach with the nature of language is stemmed from the Input Hypothesis and the early version of the Interaction Hypothesis. This part of the approach views oral interaction as a necessary part of a sequence for second language development. Included in the oral interaction is opportunities for clarification and recasts. It is so important to remember the nature of language in this approach into our classrooms, so that we can see The interaction approach with the nature of learning is stemmed from similar roots as the nature of language with Krashen’s Input Hypothesis, but this one assumes the presence of a distinctive language acquisition device. This emphasizes learners’ attention and L2 processing capacity. Knowing a learner’s capacity will help us individualize our teaching strategies and help each learner feel like they can be successful in the classroom. The nature of learning also emphasizes the necessity of feedback on the learner. Feedback should be clear and concise for optimal effect (p.186). In conclusion, understanding the interactionist research will help us become better teachers and help us understand where our English language learners are from. We need to keep in mind each learner’s capacity to learn at a time, and we need to remember how oral interaction and feedback advances learning to help each of our student’s L2 development.