{"content":{"sharePage":{"page":0,"digests":[{"id":"40808513","dateCreated":"1310530241","smartDate":"Jul 12, 2011","userCreated":{"username":"edward.stanko","url":"https:\/\/www.wikispaces.com\/user\/view\/edward.stanko","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1343768980\/edward.stanko-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/sailntieriiisummer11.wikispaces.com\/share\/view\/40808513"},"dateDigested":1532144412,"startDate":null,"sharedType":"discussion","title":"Interacting with Authentic Texts: Multilayered Processes","description":"In this article, Sean Devitt concentrates on interaction between two language learners (interpersonal) and the interaction between a reader and a text in the target language to see, when occurring in the L2, if language acquisition takes place.<br \/>\n<br \/>\nValue of interpersonal interaction in promoting SLA can be applied to reading in the L2 (elements of the text)<br \/>\n<br \/>\nLanguage learners focuses on form; certain elements of linguistic systems are acquired in fixed, common order--some researchers at odds with Krashen's Input Hypothesis saying that not only CI is needed for acquisition, but also certain focus on form<br \/>\n<br \/>\nAcquisition really happens when breakdown in communication occurs--speaker needs to &quot;negotiate&quot; meaning to get his\/her point across (i.e. fix mistakes in speech, get the point across)<br \/>\nFormal aspects of input highlighted to learner and thus lead to acquisition<br \/>\n<br \/>\nNegotiation mostly focuses on comprehensibility of message meaning--FORM, and not really on tense or syntax (Pica)<br \/>\n<br \/>\n Problem with task based learning--learners focus on meaning and don't have time to focus on form--forget the rules and use forms that have been incompletely processed; premature fossilization (errors get imbedded into learner's knowledge)<br \/>\n<br \/>\nSubprocesses of reading: lower level (word recognition, spelling, etc.) and higher level (integrating new material with prior knowledge)--both of these subprocesses interact with each other<br \/>\n<br \/>\nL2 learner can really do lower level processes with minimal attention capacity, but if deficiencies exist, more effort is put into lower level and robs reader of capacity to process higher level subprocesses<br \/>\n<br \/>\nBig question: does linguistic competence influence reading skills or do reading skills enhance linguistic competence?  Also, what if student is a poor reader in L1?  Alderson suggests this is a language AND reading problem, but more of language problem for students that struggle at lower proficiency levels<br \/>\n<br \/>\nDevitt's project looks at the interactions of L2 learners (L2 = Italian) through activities that deal with an authentic text (newspaper article) while focusing on meaning and form.  Also looks at outcome of the interactions<br \/>\n1)present new words to learners by mime, drawing, etc.  Learners categorize words and usually use L1, but not totally.  Devitt suggest having learners watch native speakers do the same thing, develops phonological awareness<br \/>\n2)learners create their own texts using the words; argue about grammar and vocabulary; watch native speakers do it.<br \/>\n3)authentic text with key words (news article) now given to learners in SIMPLIFIED form; each team must put sentences in order.  They already are familiar with the key words so they can devote more time to higher level subprocesses such as morphological elements (verb endings, etc)<br \/>\n4)Each team now given ORIGINAL, complete text.  Lower level processes are now rapid since vocab is now very familiar<br \/>\n5)Teams given back their original texts\/sentences and they revise using grammar encountered in the simplified authentic text<br \/>\n6)Teams elaborate on their simplified text, going from sentence grammar to text grammar--i.e. what would you change in order to link your sentences together--can pay attention to the details of the writing, not so much on decoding<br \/>\n<br \/>\nNative speakers perform each step that the learners do to model what it looks like in the L2   =linguistic input (pronunciation, etc) and examples of metalanguage (agreeing, disagreeing, structuring events, etc) in L2","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}