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We know very little about how the learner selects from the input data he receives. Krashen argues that these act as „filter‟, controlling how much input is
let in and how much is excluded. It to do with the nature of the internal processing mechanisms themselves. The crux of a nativist account of SLA is that it is these
mechanisms which regulate the intake. It may be that learners do not respond to the available data on an all-or-nothing basis, either assimilating it or rejecting it.
They may attend differentially to features of the input, using some to confirm or disconfirm existing hypotheses, others to form new hypotheses, and keeping
others as „savings‟ so that some „trace‟ remains which can be worked on later Hatch 1983, Ellis 1986:159.
2.2.4 Input and Interaction in Classroom Settings
This section considers the classroom setting. It is necessary to distinguish these two setting types classroom and nature setting, because the kind of
communication that occurs in each is in many respects very different. Learners learn the language by the innate knowledge about language,
which language development is inspired by the environment as learners are engaging in the interaction Doughty Long, 2003:375. Ellis 1994:449 defines
interaction as when the participants of equal status that share similar need, make an effort to understand each other.
Classroom process research, as Gaies 1983:37 calls the study of communication which consists of using sets categories to code the kinds of
language use which occur in classroom in the classroom, has taken different form.
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An alternative approach focused only on the language used by the teacher when addressing L2 Learners. It sought to tabulate the adjustments which occur in
teacher talk in giving input. Input that learners receive in the learning process plays a very important role in the language acquisition.
1.2.5 Input and Interaction in Natural Setting
Learning takes place as nature refers to the possibility that learners whether child first language learners or adult second language learners come to
the learning situation with innate knowledge about language.
According to Ellis 1986:132 the study of natural linguistic environments comprises two related approaches :
1. The study of foreigner talk i.e. the register used by native speakers when
they address non-native speakers, 2.
The study of discourse involving conversation between native speakers and L2 learners.
The input and learning factors that distinguish L2 learning from L1 learning and that distinguish classroom and naturalistic language learning from
laboratory learning including differences in the two learning contexts, the first language L1 is employed by foreigner talk.
2.3 Foreigner Talk
