Fundamental Theories of Second Language Acquisition: The Input Hypothesis, the Output hypothesis, and the Interaction Hypothesis

This study attempts to test aspects of the input hypothesis (Krashen, 1980, 1983, 1985) and Long's modification of it (Long, 1980, 1983a, 1985). Specifically, it experimentally tests the hypothesis that both input and interactional modifications facilitate second language acquisition, using Japanese as the target language. Three experimental groups were differentiated in terms of input and interaction conditions: (1) unmodified input with no interaction, (2) premodified input with no interaction, and (3) unmodified input with the chance for negotiated interaction. The groups were compared in terms of (a) their degree of comprehension of the input and (b) their subsequent retention of vocabulary items and acquisition of two Japanese locative structures. The results indicated that moment-to-moment comprehension was highest for the negotiated interaction group, whereas there was no significant difference between the two noninteraction groups. Furthermore, there was no correlation found between differences in moment-to-moment comprehension and gains in vocabulary recognition and acquisition of structures, though significant gains on both measures were found for all three groups. Discussion of these findings centers on the relationship between comprehension and acquisition.

Download Full-text

A Review of the Application and Development of Output Hypothesis Theory in Foreign Language Teaching

IRA International Journal of Education and Multidisciplinary Studies ◽

10.21013/jems.v15.n3.p1 ◽

2019 ◽

Vol 15 (3) ◽

pp. 88

Author(s):

Wu Yanmin ◽

Peng Yi

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Positive Impact ◽

Language Teaching ◽

Foreign Language Teaching ◽

Input And Output ◽

Hypothesis Theory ◽

Output Hypothesis

Since Swain proposed the theory of output hypothesis in 1985, the study focus of foreign language teaching has been shifted from input research to input and output research. The positive impact of output has been demonstrated by a large number of studies and output has been received more and more attention in the field of second language acquisition. This paper sorts out the development and application of output hypothesis theory in foreign language teaching in order to lay the foundation for further exploration.

Download Full-text

A Feasibility Study of Applying “Double-output Hypothesis” into Task-based Teaching Approach in Second Language Acquisition

Journal of Language Teaching and Research ◽

10.4304/jltr.1.4.397-400 ◽

2010 ◽

Vol 1 (4) ◽

Author(s):

Yongmei Jiang

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Feasibility Study ◽

Teaching Approach ◽

Output Hypothesis

Download Full-text

What is effective second language exposure and how does it relate to content-based instruction and language across the curriculum?

Journal of Second Language Studies ◽

10.1075/jsls.18002.chu ◽

2019 ◽

Vol 2 (1) ◽

pp. 93-118

Author(s):

Edward Y. W. Chu

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

L2 Acquisition ◽

Policy Makers ◽

Learning Content ◽

Interaction Hypothesis ◽

Heritage Culture ◽

Neuroscience Research ◽

Based Instruction

Abstract Second language acquisition cannot take place in the absence of exposure to input. However, despite extensive L2 instruction and/or learning content subjects in L2, many struggle to communicate adequately in their L2 in social and/or academic contexts. A clearer delineation of the concept of ‘exposure’, which requires a review of relevant language acquisition theories and findings, is needed. As such, substantial bodies of work in L2 acquisition by well-known language educators, namely Jim Cummins (‘BICS’ and ‘CALP’), Stephen Krashen (‘Comprehensible Input Hypothesis’), Michael Long (Interaction Hypothesis) and Merril Swain (Output Hypothesis) are reviewed. A review is also made of relevant neuroscience research. Two educational approaches, Content-based instruction (CBI) and Language across the curriculum (LAC), are discussed in relation to the insights obtained, with special reference to contexts influenced by Confucian heritage culture (CHC). To allow subject networking to take place, school managers/L2 policy makers need to actively revamp the curriculum.

Download Full-text

The Role of Input in Second Language Acquisition

JOURNAL OF ADVANCES IN LINGUISTICS ◽

10.24297/jal.v1i1.1986 ◽

2014 ◽

Vol 1 (1) ◽

pp. 1-6

Author(s):

Taher Bahrani ◽

Marziyeh Nekoueizadeh

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learners ◽

External Factors ◽

Language Input ◽

Input Hypothesis

There are many internal as well as external factors which influence second language acquisition (SLA). Among them, the language input that learners receive in SLA is one of the external factors which plays a fundamental role. In this regard, Corder (1967) is one of the pioneers among SLA researchers who underscored the importance of language input for SLA by drawing a distinction between input and intake. According to Corder, language input refers to what is available to be utilized by language learners for SLA which should be differentiated from intake which is that part of the input which is comprehended by the language learners. In the same line, the present paper is an attempt to highlight the role of language input from the viewpoints of different SLA theories. The paper also focuses on Krashens input hypothesis as one of the influential hypothesis with regard to the role of language input in SLA development.

Download Full-text

Implication of Output Hypothesis on Teaching College English Writing

World Journal of Education ◽

10.5430/wje.v8n5p198 ◽

2018 ◽

Vol 8 (5) ◽

pp. 198

Author(s):

Honglan Wei

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

College English ◽

English Writing ◽

Teaching College ◽

Writing Class ◽

Output Hypothesis

In recent years, with the development of the research on the Output Hypothesis, many researchers and ChineseEnglish teachers have paid attention to this hypothesis. Since writing is considered to be a way of output on the fieldof second language acquisition, teachers in college have begun to apply Swain’s “Output Hypothesis” to teachingcollege English writing. It does work but still remains problems. Therefore, this paper will introduce the existingproblems of applying the output hypothesis on the writing class in our college, based on the interview byinterviewing six seniors majoring in English from different classes in our Foreign Language College. Also, this paperwill provide some suggestions on these problems existing in teaching college English writing.

Download Full-text

The Relationship between WTC and Oral Proficiency Measurements in the Study Abroad Context

International Education Studies ◽

10.5539/ies.v8n12p56 ◽

2015 ◽

Vol 8 (12) ◽

pp. 56 ◽

Cited By ~ 2

Author(s):

Graham G. Robson

Keyword(s):

Second Language Acquisition ◽

Language Acquisition ◽

English Learners ◽

Quantitative Methods ◽

Academic Preparation ◽

Willingness To Communicate ◽

Qualitative And Quantitative Methods ◽

Interaction Hypothesis ◽

The Relationship ◽

Output Hypothesis

Theories of second language acquisition such as the Interaction Hypothesis (Long, 1996) and Pushed Output Hypothesis (Swain, 1995) emphasize that learners must actually communicate in order to bring about the conditions for language acquisition. Learners who are more willing to communicate may create more opportunities for interaction, and thereby possibly improve their spoken proficiency. In L2 research fluency, accuracy and complexity have been used to extensively measure spoken output. This study uses qualitative and quantitative methods to investigate a largely under-researched area: whether there is a relation between fluency, accuracy and complexity, task engagement, and measures of willingness to communicate and actual learner communication and how these change for a group of 23 high-proficiency mainly Asian L2 English learners on a nine-week academic preparation course at a university in England.

Download Full-text

Hypothesis of Interaction: Reflections on its Theoretical and Practical Contributions for Second Language Acquisition (SLA)

Studies in English Language Teaching ◽

10.22158/selt.v2n3p294 ◽

2014 ◽

Vol 2 (3) ◽

pp. 294 ◽

Cited By ~ 1

Author(s):

Ahmed A. Al Khateeb

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Language Learning ◽

Applied Linguistics ◽

Interaction Hypothesis

This article is about one of the most influential hypothesis in the fields of applied linguistics and language learning. It is based on the work of a number of scholars who contributed to the understanding of this hypothesis such as Steve Krashen, Mike Long, Teresa Pica and Merrill Swain. It starts with a brief introduction about the significance of interaction hypothesis generally in language learning in general and its central role in second language acquisition (SLA). The next section reviews some of the fundamental works and studies that have investigated the theoretical and practical understanding of this phenomenon and its relationship to learners’ achievement. It also highlights the contribution of interaction hypothesis to learning in two basic areas: noticing and feedback. There are explanatory examples presented in the following section in order to show how interactional modification techniques are used by learners. The last section presents some concluding thoughts pertaining to this topic with a focus on how it can be employed in language learning classrooms.

Download Full-text