Sunday, March 30, 2014
Week 9, Group C
Comprehension Question
Q1. What are two ways of lacking output opportunities?
Q2. What do two things have indicated in observational studies of interaction in French immersion
classrooms?
Q3. What does the construct of comprehensible input posit?
Discussion Question.
Why are Swain's output hypothes important?
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1.They(SS) were not given much opportunity to use their target language in class.
ReplyDeleteThey are not being pushed in their output
2. maybe..immersion classes are largely T-centered class, so students don't need to extend their answers. They don't have much comprehensible output.
3.maybe you mean comprehensible output? It posits that when learners experience difficulties in communication, it leads them to make thier output more appropriate, thereby contribute to language learning.
Discussion Question
It's important in that it emphasizes the role of output,compared to Krashen who insisted the role of input much.
*Highlighter
ReplyDeleteoutput- can be defined as an individual's, school's, or
nation's performance, as measured by standardised tests.
fluency- how people can speak and communicate well without hesitating..
IL-interlanguage which is the same as learner language
metalinguistic-it relates to knowing about knowing, reflecting while learners are learning
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ReplyDeleteComprehension Questions
ReplyDelete1. First is that the students are simply not given especially in later grades adequate opportunities to us the target language in the classroom context. Second is that they are not being 'pushed' in their output.
2. That is largely teacher-centered and that students are not required to give extended answers.
3. The construct of comprehensible output posits that when students experience communication difficulties, they will be pushed into making their output more precise, coherent, and appropriate.
Discussion Question.
Through this hypothesis we can understand about importance of output. Sometimes, teacher can overlook students' outputs because teacher tends to be focused on their input, but it is important to know students' output and what can influence to them. By knowing about that, teacher can consider about better teaching and apply effective teaching.
* Applier*
ReplyDeleteI think output is very important as much as input in language acquisition.
The goal for learning language is to use the language and communicate with others well. Also, output of students can be influenced by teacher's input, but students' output can not be controlled completely by teacher's input.
Therefore, teacher can help students produce output well and improve their language skills. For knowing and understanding students' output, teacher can check their output by using various CIs such as asking and answering question, GW, and PW.
Comprehension Question.
ReplyDelete1. First, the sudents are simply not given esp;ecially in later grades adequate opportunities to use the target language in the classroom context. Second, they are ot being 'pushed' in their output.
2. French immersion classrooms have indicated that immersion classes are largely teacher-centered and that students are not required to give extended answers.
3. When learners experience communication difficulties, they will be pushed into making their output more precise, coherent, and appropriate.
Discussion Question.
Comprehensible output processes enable learners not only to reveal their hypotheses, but also to reflect on them using language. So teacher can check the level of their speaking about what they can say. It would be great feedback from teachers, interlocutors and etc.
Summerizer
ReplyDeleteComprehensible input and output are important to improve both fluency and accuracy in thier interlanguage. Specially, output process is said to contribute to language learning. In producing the TL ' learners may notive a gap between what they want to say and what they can say. leading them to recognize what they do not know, or know only partially.'
In sum, internal and external feedback's recognition may prompt the laerners to generate alternatives by serching existing knowledge or to seek out relefvant input with more focused attention and with more clearly identified communicative needs.