Comprehension and Production Processes in Second Language Learning: In Search of the Psycholinguistic Rationale of the Output Hypothesis

2003 ◽  
Vol 24 (2) ◽  
pp. 168-196 ◽  
Author(s):  
S. Izumi
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Production Processes ◽  
Output Hypothesis

scholarly journals The Output Hypothesis and its influence in the second language learning/teaching: An interview with Merrill Swain

2020 ◽  
Vol 20 ◽  
pp. 1-12
Author(s):  
Antonia De Jesus Sales
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
The World ◽  
Canadian Researcher ◽  
Output Hypothesis

ABSTRACT: This paper presents an interview with Merrill Swain, a Canadian researcher who proposed the Output Hypothesis, a way to understand the relevance of producing (by speaking/writing) the foreign language during its learning. According to Output Hypothesis, the learner may notice gaps while, test cognitive hypothesis and think in a metalinguistic way while producing the foreign language. This hypothesis influenced plenty of research in the second language learning/teaching field around the world, considering Brazil as well.

scholarly journals Revisiting Input and Output Hypotheses in Second Language Learning

2016 ◽  
Vol 1 (1) ◽  
pp. 19 ◽  
Author(s):  
Victor A. Birkner
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Language Teaching ◽  
Target Language ◽  
Effective Learning ◽  
Input And Output ◽  
New Ideas ◽  
The Impact ◽  
Output Hypothesis

This article discusses the impact that both input and output hypotheses have on second language learning. For decades, there have been opposing ideas in this regard. Several studies were consulted to have a clearer view of which approach is more recommendable for people involved in language teaching. For several years teachers of second language strongly believed that learning a new language depended on the exposition of learners to the target language. For effective learning, the exposition should be higher than the students’ level but comprehensible enough for them to understand. However, this hypothesis was rejected when a new study revealed that the exposition was not enough. Students need to use the language they have learnt. These new ideas emerged from the output hypothesis that had a significant impact on the field of language teaching. The article concludes that both approaches can be used complementarily although more study is still needed. atology and expand its studies from macro-studies to micro-studies.<p> </p>

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