1.

Input and Output

a. Input is the language that the learner is exposed to, that input has to be
comprehensible.
b. Being simpler in structure and vocabulary, as the variety of speech called
foreigner talk(using simpe structure and vocabulary)
c. This type of foreign talk, not only for immediate communicative success but
also for providing the beginning learner with clearer and comprehensible
examples of the basic structure of the L2 input.
d. Negotiated input negotiate the meaning together. For example:
NS
= Native Speaker
NNS
=Non-Native Speaker
see on your book page 168-169, okay??!!
in this section they gathered meaning together, using simple structure and
vocabulary.
e. Output is opportunity to produce comprehensible interaction.
f.The solution for large class: different types of tasks and activities so learners
can interact each other.
g. Task-based learning provide overwhelming evidence of more and better
L2 use by learners.

h.The goal is the learner will develop communicative

competence in L2.
2.
Communicativ
e Competence

Grammatical
Competence
-Accurate use of
words and structures.
-Focus on
grammatical
competence.
-Not make learners
have ability to

General
Ability
-Use language
accurently

Sosiolinguistic
Competence
-Enables the
learnersto know how
to use language
according to the
social context.
Ex:
- Can I have some
water?

-Appropriately
-Flexibily

Strategic Competence
-Organize a massage effectively
and to compensate
-Bad Idea Good idea =
communnication strategy.
He want to said een hofijzer
(French) in English, so he used his
vocabulary to created a definition
the things that horse wear under
their feet. It mean horseshoes.

TRANSFER
Transfer means using sounds, expressions or structures from the L1 when
performing in the L2.
Positive transfer is if L1 and L2 have similar features (e.g. marking plural on the
ends of nouns), then the learner may be able to benefit from the of L1 knowledge
to the L2.
negative transfer is the results transfering an L1 feature that is really different
from the L2 (e.g. putting the adjective after the noun) and it may make the L2
expression difficult to understand.
INTERLANGUAGE
Is some in between system used in the L2 acquisition process that certainly
contains aspects of the L1 and L2, but which is an inherently variable system
with rules of its own.
Many people who are learning english think wrongly that learning english is a
change from mother tongue to our target language.
The example:
1. Child fruit = anak buah (according to their mother)
Child=anak
Fruit=buah
2. mouse in the right rule when it become plural it will be mice. But
because eof the wrong of understanding the structure they change it
become mouses.
MOTIVATION
Instrumental motivation they want to learn the L2 in order to achieve some other
goal, such as completing a school graduation requirement or being able to read
scientific publications, but not really for any social purposes.
Integrative motivation want to learn the L2 for social purposes, in order to take
pat in the social life of a community using that language and to become an
accepted member of that community.
Someone who experience some success in L2 communication is the most
motivativated to learn. So, motivation is thee cause of successfullness.
A language-learning situation that provides support and encourages is better
than dwells because in language learning situation a mistake will be corrected.
So, student will be able to communicate successfully.
And the learner who is brave to make a mistake and try to communicate will be
more successful.
Second Language Learning
Japanese student / students in japan and USA are learning English in their each
courtry, and in their learning situation, there are some distinctions, just like
setting distinctions. It means that setting foreign language is learning a language
that is not generally used in that area, so Japanese students learn english as the
foreign language, while, second language setting is learning a language that is
used in that area. So, American students learn english as their second language,
not as the foreign language.

Acquisition and Learning

Acquistion and Learnig have a significant distinction, where the acquistion refers
to the gradual development of communicate naturally. While learning is used to
accumulate knowledges such as vocabulary and grammar of a language. As
example : mathematics is learned, not acquired. Language learning should be
held directly (with social interaction) to train their proficiency in language skill,
while to earn some new knowledges can be done by holding a test for them.
Acquistion barriers
There are some barriers in second language learning / acquistion, for most
people second language learning is hardly conducive to acquistion. It means
that, you know they usually encounter the L2 during their tenagee, so they get
some borriers, such as insufficient time, focus and incentive. Undermine many L2
learning attempt. Only some individuals who seem to able to overcome the
diffiulties and develop an ability to use the L2 quite effectively. Some of them are
be able to achieve great expertise in the written language but not the spoken
language.
Communicative language
Communicative language is partially a reaction againts the artinciality of patternpractice and also againts the belief that consciously learning the grammar rules
of language will necessary result in an ability to use the language.
Although, there are many different versions of how to create communicative
experiences for L2 learners, they are all based on a belief that the function of
language (what it is used for) should be emphasize rather than the forms of the
language (correct grammatical or phonological structures)
Focus on the Learner
As in indication of the natural L2 aacquistion process in action. An error as an
indication from learning raising that is made by the students, as long as they try
to ommunicate in the new language.