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INPUT

Is the language which the learner is exposed to.

TWO PRIMARY PURPOSES

To extract relevant information. (Transactional Layer of the Relevance Theory) To recognize the intentions of the speaker. (Interactional Layer of communication of the Relevance Theory)

The listener needs to identify the “formulas” or patterns of the communication and make predictions based on these identified “prototypes.”

Inputs in terms of unit

Interaction Frames

Lexical frames

Authenticity

Difficulty

Multimedia Input

Accommodating Difficulty

Phonemes-words-sentences-text

The largest category of linguistic prototype that listeners process is the discourse genre.

The most recognizable genres are: narrative, descriptive and expository.

Top-down processing speed: the ability to project understanding of the cognitive, affective and social elements of a text without understanding any of the linguistic elements.

Include generic elements to enable predictions of actions sequences, relationships, and utterances that are likely to occur within the frame.

Listeners organize their knowledge of genres, and other prototypes, as interactive networks of nodes throughout the frontal cortex.

In addition to genres and conversational frames, lexical prototypes are a third type of prototypical knowledge that assists listeners with processing input.

It deals with vocabulary and word recognition.

If the listener is familiar with the prototypes, he or she can identify quickly what is said and make inferences about both transactional and interactional layers.

A listener needs to be familiar with and able to recognize about 90 percent of content words and lexical phrases to understand a conversation satisfactorily (Schmitt & Schmitt, 2012).

Language used by native speakers for any real purpose.

Characteristics of authentic material: natural speed, high-frequency vocabulary, colloquialism, hesitations, and orientation of the speech as natural pauses, and authenticity of the situation.

The discourse framework of an extended text contributes to the ease or difficulty of understanding what the speakers intend to express (Graff & Birkenstein, 2014).

Research with text processing by both L1 and L2 listeners have identified several principles of cognitive load that affect comprehension: length, complexity, organization, and surface features (Bloomfield et al., 2011).

Multimedia texts contain four elements: radio, static graphics, moving graphics and text.

Simplification of input can be achieved in two basic ways: Restrictive simplification operates on the principle of using and highlighting familiar linguistic items and frames