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Input Intake Output

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86 views4 pages

Input Intake Output

Uploaded by

zebadro020
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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The concept of learning is examined through two main aspects: the processes that

characterize it and the factors influencing how we learn. Learning processes are
framed within three stages: Input, Intake, and Output.

Input refers to the oral and written language that L2 learners encounter, which must
meet two conditions:

1. Input Availability: This includes simplified input (language tailored for


learners), non-simplified input (natural language used by proficient speakers),
and interlanguage input (the evolving language of learners).
2. Input Accessibility: The language must be understandable and manageable
for learners.

Intake is the portion of input that is processed and stored in long-term memory. It is
defined as the subset of input that is assimilated into the learner's interlanguage
system, forming a complex cluster of mental representations resulting from the
interaction between input and intake.

Output is what learners produce based on their internalized knowledge, influenced by


both input and intake processes. It allows learners to practice their interlanguage,
adjust their expressions for better communication, and receive feedback.

Intake Processes are cognitive operations that mediate between input and intake,
including:

 Inferencing: Making educated guesses about the target language based on


implicit/explicit knowledge and reasoning.
 Structuring: Establishing mental representations of the target language,
which involves analysis (understanding language functions) and control
(selective attention to relevant input).
 Restructuring: Adapting to new information by forming new hypotheses,
leading to qualitative changes in understanding.

These processes highlight the mental mechanisms that govern second language
development, emphasizing the importance of individual cognitive capabilities in
learning.
Cognitive processes involved in language learning refer to the mental operations
and mechanisms that learners use to acquire, process, and internalize a new language.
These processes are crucial for transforming input (the language exposure) into intake
(the language that is absorbed and stored in memory) and ultimately into output (the
language that learners produce). Here are some key cognitive processes involved in
language learning:

1. Inferencing: This process involves making educated guesses about the


language based on the input received. Learners use both implicit knowledge
(intuitive understanding of language) and explicit knowledge (conscious
awareness of language rules) to derive hypotheses about the target language.
Inferencing can involve inductive reasoning (drawing general conclusions
from specific examples) and deductive reasoning (applying general rules to
specific instances).
2. Structuring: This refers to the organization of mental representations of the
target language. Structuring is essential for internalizing language rules and
understanding how different elements of the language interact. It involves:
o Analysis: Understanding the functions and relationships of various
linguistic categories (e.g., grammar, vocabulary).
o Control: The ability to focus on relevant input and apply it to solve
specific language problems, leading to a more structured understanding
of the language.
3. Restructuring: When learners encounter new information that does not fit
their existing mental frameworks, they may need to restructure their
understanding. This involves forming new hypotheses and adapting their
mental representations to accommodate new language structures.
Restructuring can lead to significant changes in language proficiency and
understanding.
4. Memory Processes: Language learning heavily relies on memory, including:
o Working Memory: The ability to hold and manipulate information
temporarily while learning new language structures.
o Long-term Memory: The storage of language knowledge over time,
which includes vocabulary, grammar rules, and language patterns.
5. Attention: Selective attention is crucial for language learning, as learners
must focus on relevant aspects of the input while filtering out distractions.
This process helps learners identify and internalize new language features.
6. Metacognition: This involves learners' awareness and regulation of their own
learning processes. Metacognitive strategies include planning how to approach
language learning, monitoring comprehension, and evaluating the
effectiveness of learning strategies.
7. Transfer: Language transfer refers to the influence of a learner's first
language (L1) on their acquisition of a second language (L2). This can be
positive (facilitating learning) or negative (leading to errors).

These cognitive processes interact dynamically, influencing how learners acquire and
use a new language. Understanding these processes can help educators design
effective language instruction that aligns with how learners naturally process
language.
The Input-Intake-Output model is a framework that describes the stages involved in
language learning and acquisition. Each stage plays a crucial role in how learners
interact with a new language and how they develop their language skills. Here’s a
detailed explanation of each component and their interrelations:

1. Input

Definition: Input refers to the language that learners are exposed to, which can be oral
or written. It encompasses all the linguistic data that learners encounter through
various sources, such as teachers, textbooks, media, and conversations.

Characteristics:

 Availability: Input must be accessible to learners in different forms, including


simplified input (tailored for learners), non-simplified input (natural language
used by proficient speakers), and interlanguage input (the evolving language
of learners).
 Accessibility: Input should be comprehensible and relevant to learners,
allowing them to engage with it effectively.

Role in Learning: Input serves as the raw material for language learning. It provides
the examples and contexts from which learners can derive language rules and
structures.

2. Intake

Definition: Intake is the subset of input that learners actually process and internalize.
It represents the information that is absorbed into the learner's long-term memory and
contributes to their developing interlanguage system.

Characteristics:

 Processing: Intake involves cognitive operations where learners make sense


of the input, often through processes like inferencing, structuring, and
restructuring.
 Assimilation: Intake is what gets integrated into the learner's existing
knowledge base, forming mental representations of the language.

Role in Learning: Intake is crucial for language acquisition because it is the


processed information that learners can draw upon when using the language. It
reflects the learner's understanding and internalization of the language.

3. Output
Definition: Output refers to the language that learners produce, whether in spoken or
written form. It is the manifestation of what has been internalized through the intake
process.

Characteristics:

 Production: Output includes all instances of language use, from simple


utterances to complex sentences.
 Feedback: Producing output allows learners to receive feedback from others,
which can help them refine their language skills and correct errors.

Role in Learning: Output is essential for language development as it provides


opportunities for practice and application of the language. It also helps learners to test
their hypotheses about the language and to solidify their understanding through use.

Relations Between Input, Intake, and Output

 Input to Intake: Not all input becomes intake. The effectiveness of this
transition depends on factors such as the learner's cognitive abilities, the
relevance of the input, and the strategies employed by the learner. Effective
input that is comprehensible and engaging is more likely to be processed as
intake.
 Intake to Output: The intake that has been internalized can be accessed and
utilized in output. The quality and quantity of intake influence the richness and
accuracy of the output. Learners draw upon their internalized knowledge to
produce language, and this production can lead to further learning through
feedback and self-correction.
 Feedback Loop: The relationship between output and input is cyclical. Output
can lead to new input (e.g., through conversations, writing, or feedback),
which can then be processed as intake, further enriching the learner's language
knowledge.

In summary, the Input-Intake-Output model illustrates the dynamic process of


language learning, highlighting how exposure to language (input) is transformed into
internalized knowledge (intake) and ultimately expressed through language use
(output). Understanding these relations can inform effective language teaching
strategies that facilitate each stage of the learning process.

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