[Company name]
TMN3701
Assignment 3 2024
(781296) - 28 June
2024
QUESTIONS WITH DETAILED ANSWERS
,TMN3701 Assignment 3 2024 (781296) - 28 June 2024
QUESTION 1
1.1 Explain the significant role of input, interaction and output in the context of
additional language teaching. Provide examples to support your answer. (10)
1.2 Highlight the potential challenges teachers might face when implementing input,
interaction and output in the classroom and provide strategies to overcome these
challenges. (10) (20)
1.1 The Role of Input, Interaction, and Output in Additional Language Teaching
Input:
Input refers to the language that learners are exposed to, whether through listening or reading.
It's a crucial component because it provides the necessary data from which learners can begin
to acquire the new language. According to Stephen Krashen's Input Hypothesis,
comprehensible input (i+1) — language that is slightly above the learner’s current level — is
essential for language acquisition.
• Example: A teacher uses storytelling, where the story is just a bit more complex than
the students' current understanding, allowing them to grasp new vocabulary and
structures through context.
Interaction:
Interaction involves communication between learners and others (teachers, peers, native
speakers). It’s vital because it encourages learners to use the language in real-time, which
, promotes deeper processing and aids in language acquisition. The Interaction Hypothesis
posits that through interaction, learners receive feedback and opportunities to modify their
output, which facilitates learning.
• Example: In a classroom, students participate in a role-play activity where they must
order food in a restaurant. They practice speaking, listening, and responding
appropriately, often receiving corrective feedback from the teacher or peers.
Output:
Output is the language that learners produce, whether spoken or written. According to Merrill
Swain's Output Hypothesis, producing language encourages learners to process language at a
deeper cognitive level, enhancing their language skills. It helps in solidifying grammar,
vocabulary, and the ability to structure sentences.
• Example: After a lesson on past tense verbs, students write a short story about what
they did over the weekend. This activity forces them to practice using past tense forms
and organize their thoughts in the target language.
1.2 Challenges and Strategies for Implementing Input, Interaction, and Output in the
Classroom
Challenges with Input:
1. Comprehensibility: Ensuring that input is understandable yet challenging can be
difficult.
2. Engagement: Keeping students engaged with the input material is often challenging.
3. Resource Availability: Limited access to diverse and high-quality language materials.
TMN3701
Assignment 3 2024
(781296) - 28 June
2024
QUESTIONS WITH DETAILED ANSWERS
,TMN3701 Assignment 3 2024 (781296) - 28 June 2024
QUESTION 1
1.1 Explain the significant role of input, interaction and output in the context of
additional language teaching. Provide examples to support your answer. (10)
1.2 Highlight the potential challenges teachers might face when implementing input,
interaction and output in the classroom and provide strategies to overcome these
challenges. (10) (20)
1.1 The Role of Input, Interaction, and Output in Additional Language Teaching
Input:
Input refers to the language that learners are exposed to, whether through listening or reading.
It's a crucial component because it provides the necessary data from which learners can begin
to acquire the new language. According to Stephen Krashen's Input Hypothesis,
comprehensible input (i+1) — language that is slightly above the learner’s current level — is
essential for language acquisition.
• Example: A teacher uses storytelling, where the story is just a bit more complex than
the students' current understanding, allowing them to grasp new vocabulary and
structures through context.
Interaction:
Interaction involves communication between learners and others (teachers, peers, native
speakers). It’s vital because it encourages learners to use the language in real-time, which
, promotes deeper processing and aids in language acquisition. The Interaction Hypothesis
posits that through interaction, learners receive feedback and opportunities to modify their
output, which facilitates learning.
• Example: In a classroom, students participate in a role-play activity where they must
order food in a restaurant. They practice speaking, listening, and responding
appropriately, often receiving corrective feedback from the teacher or peers.
Output:
Output is the language that learners produce, whether spoken or written. According to Merrill
Swain's Output Hypothesis, producing language encourages learners to process language at a
deeper cognitive level, enhancing their language skills. It helps in solidifying grammar,
vocabulary, and the ability to structure sentences.
• Example: After a lesson on past tense verbs, students write a short story about what
they did over the weekend. This activity forces them to practice using past tense forms
and organize their thoughts in the target language.
1.2 Challenges and Strategies for Implementing Input, Interaction, and Output in the
Classroom
Challenges with Input:
1. Comprehensibility: Ensuring that input is understandable yet challenging can be
difficult.
2. Engagement: Keeping students engaged with the input material is often challenging.
3. Resource Availability: Limited access to diverse and high-quality language materials.
