Difference between ‘Intake’ and ‘Input’ in L2 (Second Language) learning

L2 learning mainly refers to the conscious learning of a second language other than one’s mother tongue. As in Pakistan, people are bound to learn the national language “Urdu” mostly as L2 along with the first language which is usually a regional language like Punjabi, Pashto or Sindhi. Linguists like Corder (1967), Hatch (1983) and Yule (2006) studied the amount of input given to L2 learners as compared to the amount of knowledge L2 learners gained and they observed that only a limited amount of knowledge was retained by the L2 learner. This evaluation of L2 learning process led to the discovery of ‘intake’, a term first coined by Corder (VanPatten, 1996). To learn L2, it is important that the learner lives around people who speak L2 or goes to a class room where L2 is being taught. This exposure of learner to L2 is termed as ‘input’. ‘Input’ is the knowledge that an environment offers to a learner, whereas ‘intake’ is that particular amount of an input that a learner successfully processes to build up internal understanding of L2. Though, Input and intake are parts of the same learning process but linguists treat them differently due to the complex nature of L2 learning.

In the beginning of 18^th century, linguists focused on the things like capability and efforts of a L2 learner rather than the effectiveness of classroom teachers, textbooks or teaching methods (Yule, 2006). This is the reason that Chomsky (1959) and Skinner (1957) referred to the same phenomenon but ignore to explain the difference between the terms; input and intake, they were more concerned about the general factors effecting language acquisition and biological abilities (Rast, 2008). However, according to Rast (2008), Hatch worked on explaining the both terms in the light of Corder’s work so that the distinction between them will be recognizable for linguistic analysis as these terms play the most important part in L2 learning process:

“Hatch extends Corder’s definition of intake from that which is controlled by the learner and actually ‘goes’ in to that which the learner ‘successfully and completely’ processes. That which is only ‘partially’ processed remains input “(Rast, 2008).

In simple words, Rast’s (2008) above statements imply that intake is, what has been used by the L2 learner to build up internal memory of L2, whereas, input is the remaining knowledge that was not used much by the learner.

Thus, from the above discussion; it is clear that the major difference between intake and input is dependent on the role that they play in L2 learning. Input can not be fully processed by the L2 learner because of affective factors, variety of educational approaches and methods and interest or capacity of the learner that hinder 100 percent success of input. So, it is very important to recognize and understand ‘intake’ as the part of input that “stays in the stores of long term memory” (Pawlak, 2011).

Hence, it can be concluded that Input is a linguistic phenomenon; available for learners to take in through aural (hearing) and visual (reading, interpreting signs and gestures) systems (Puts & Sicola, 2010). But, it is necessary to recognize that if only input was responsible for L2 learning then the whole process would have been instantaneous rather than being slow and gradual. Therefore, input is a general term used for all kinds of L2 data available for a learner (Nizegorodcew, 2007). Consequently, intake is a limited amount of input that L2 learners retain, store and relate to existing knowledge. This difference between ‘input’ and ‘intake’ is vastly applied by linguists in L2 analysis to overcome the barriers that hinder effective learning of L2. However, more research is needed to explain the significance of intake in terms of output that an L2 learner gives; otherwise, it is impossible to determine that which part of input became intake and why.

Reference:

• Yule, G. (2006). The Study of Language. New York: Cambridge University Press.
• Rast, R. (2008). Foreign Language Input: Initial Processing. United Kingdom: Cromwell Press limited. Retrieved from http://books.google.com.pk/books
• Pawlak, M. (2011). Second Language Learning and Teaching. German: Springer. Retrieved from http://books.google.com.pk/books
• Putz, M., & Sicola, L. (2010). Cognitive Processing in Second Language Acquisition: inside the Learner’s Brain. Amsterdam: John Benjamins Publishing Corporation. Retrieved from http://books.google.com.pk/books
• Eubank, L. (1991). Point Counterpoint: Universal Grammar in the Second Language. Amsterdam: John Benjamins Publishing Corporation. Retrieved from http://books.google.com.pk/books
• Nizegorodcew, A. (2007). Input for Instructed L2 Learners: The Relevance of Relevance. United Kingdom: Multilingual Matters limited. Retrieved from http://books.google.com.pk/books