The Importance Of Input And Interaction In Second Language Acquisition

Maharsi, Ista

doi:10.20885/jee.vol5.iss1.art4

Cited by 6 publications

(7 citation statements)

References 7 publications

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“…It plays a role as 'an obligatory entry point' that considerably contributes to the success of language acquisition. A study on language input conducted by Maharsi (2016) pointed out that the right size and form of input seemly result in more successful language acquisition. In a similar direction, Bahrani and Soltani (2012) investigated the role of language input in second language acquisition and concluded that second language acquisition was carried out by considering having optimal exposure to the target language.…”

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confidence: 99%

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Language input, learning environment, and motivation of a successful EFL learner

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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The present study involved one EFL learner who was regarded as successful, not only of understanding second language acquisition theories but also of demonstrating exceptional language skills thus far. An in-depth semi-structured interview was administered with three key objectives – to identify features of language inputs that enable her to develop English skills, to investigate her situation of the learning environment, and to reveal her motivation in learning the language. The participant was a successful EFL learner who was determined by the excellent TOEFL score and performed an outstanding achievement in English proven by the academic transcript. The data were gathered by means of a semi-structured interview and analyzed through the transcription process, coding, and drawing the conclusion. The results indicated that joining an intensive class and integrating English in her daily activities had primarily contributed to her language skill improvement. While the physical environment slightly provided a conducive environment for learning English, her academic environment was steadily supporting her. In addition to the importance of English in her future, the participant was successful in keeping her motivation to learn the language. These findings could contribute to a better understanding of how Indonesian EFL learners successfully acquire a foreign language.

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confidence: 99%

“…It indicated that input should be given sufficient attention to make second language learning progress. In particular, the input should be comprehensible and should become intake to proceed to second language acquisition (Maharsi, 2016). Krashen (2002) adds that the only causative variable in language acquisition is comprehensible input.…”

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confidence: 99%

Language input, learning environment, and motivation of a successful EFL learner

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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“…It leads to language acquisition for them. Nevertheless, a bunch of input without sufficient interaction by students will not lead to language acquisition (Maharsi, 2016). Giving language input and promoting interaction can be done by teachers in the regular classroom, but assistance of advance technological tools in a language laboratory can make it more effective and efficient.…”

Section: Learning Activitiesmentioning

confidence: 99%

Language Laboratory to Overcome the Barrier of Classroom English Learning: Does it Exist and Is it Used in Islamic Schools of Majene?

Nurchalis

Ermawati

Sardi

et al. 2021

Elsya

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A staple issue in English language teaching is the fact that individual students in formal classrooms usually have minimal opportunity to speak due to large class sizes. Recent studies have vouched language laboratories to be capable of overcoming this barrier. As far as the researchers know, no study has launched a wide investigation whether a language laboratory exists and is used to optimise the English learning in the Islamic schools in Majene, Indonesia. This research applies descriptive quantitative design, involving 22 Islamic schools in the level of junior high school. 22 English teachers that represents all the schools filled a questionnaire to provide the data. It is found that the Islamic schools at Majene do not yet have a language laboratory even though the English teachers consider it important. Its absence is influenced by the lack of support from leaders. As a result, listening practice activities are rarely carried out. English teachers only carry out practical activities in the classroom with limited tools and materials. This research illuminates a concern for policy makers in the Ministry of Religious Affairs in the field of Islamic school education and the principals to hold a language laboratory at Islamic Schools. To improve English learning activities, the existence of a language laboratory in Islamic schools is matter, so that students at Islamic schools can show their quality in foreign language mastery and compete with others.

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“…Language input serves as a necessary starting point that greatly aids in the successfulness process of language acquisition. Maharsi (2016) conducted a study on language input found that the proper amount and type of input appear to lead to the acquisition of language successfully. Similar research was conducted by Bahrani and Bahrani (2013), who examined the role of language input in the acquisition of second languages and concluded that second language acquisition (SLA) was carried out by taking into account having the great amount of exposure to the target language.…”

Section: Introductionmentioning

confidence: 99%

The Contribution of Language Input, Conducive Learning Environment, and Motivation toward Student’s Speaking Proficiency

Azhimia,

Parnawati

2023

jlic

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This study aimed to identify student’s speaking proficiency through the contribution of language input, conducive learning environment, and motivation. This research is qualitative study. Using a case study approach, the research sample consist of a single university student majoring in Business and Management, selected through purposive convenience sampling. Data was collected through interview, which explored student’s speaking ability, the availability of language input, learning environment, and student’s motivation. The findings reveal that the student demonstrated a good level speaking proficiency. Notably, subject's motivation affects her speaking proficiency more than the other aspects; language input and learning environment. Although the student’s exposure to language input is moderate, the learning environment is found as poor. To conclude, the three aspects of language learning: language input, learning environment, and motivation, affect student’s speaking proficiency. The outcomes portray the common experiences of Indonesian language learners as they acquire English as second language.

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The Importance Of Input And Interaction In Second Language Acquisition

Cited by 6 publications

References 7 publications

Language input, learning environment, and motivation of a successful EFL learner

Language input, learning environment, and motivation of a successful EFL learner

Language Laboratory to Overcome the Barrier of Classroom English Learning: Does it Exist and Is it Used in Islamic Schools of Majene?

The Contribution of Language Input, Conducive Learning Environment, and Motivation toward Student’s Speaking Proficiency

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