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Q1. What are two ways about lacking opportunities by Swain?
Q2. How does the comprehensible output posit?
Q3. What are the four functions of output which refined by Swain?
Discussion question
Why is output important for learning process?
Q1. What are two ways about lacking output opportunities by Swain?
ReplyDeleteFirst, the Ss do not have enough opportunities to use the target language in the classroom context.
Second, there are not being pushed in their output to produce language that reflects more appropriately or precisely their intended meaning.
Q2. How does the comprehensible output posit?
Comprehensible output posits that when learners experience communication difficulties, they will be pushed into making their output more precise, coherent and appropriate.
Q3. What are the four functions of output which refined by Swain?
1) Output provides opportunities for developing automaticity in language use.
2) the function of output is a hypothesis-testing function.
3) Output has a metalinguistic function
4) Output serves a noticing/triggering function.
Discussion question
Why is output important for learning process
Output can promote language acquisition by allowing learners to try out and stretch their capabilities. By that, learners may recognize problem in their IL. Also output promotes syntactic processing and self-monitoring by interlocutors, teachers.
ReplyDeleteQ1. What are two ways about lacking opportunities by Swain?
The first way is that students do not have lots of opportunities to use L2 in the classroom context. The second way is that students are not pushed to produce language which has appropriately intended meaning.
Q2. How does the comprehensible output posit?
When a learner encounters communication difficulties, they learn. It is because they try to make their input more clear and precise. By this process, the learner can learn something new to overcome their problems about the language.
Q3. What are the four functions of output which refined by Swain?
There are four functions of output: fluency function, hypothesis-testing function, metalinguistic function and noticing or triggering function. The first one if fluency which means that output gives opportunities to develop fluency to use L2 automatically. The second one is hypothesis-testing which means that a learner can judge what they understand and what was wrong in sentences they said by testing hypotheses about the structures and meanings of L2. The third one is metalingustic function which means output makes learners be able to reflect on their own L2 use. Last one is a noticing or triggering function. It means that learners could recognize the gap between what they want to say and what they can say.
Discussion question
Q1. Why is output important for learning process?
It is important for teachers to know the characteristics of output because they can try to give students more opportunities to practice L2, Then students will be able to improve and develop their communicative competence.
Swain stated that comprehensible output plays an important role in acquisition of
second language for learners. She said that students need to be given more opportunities to use the target language in a class and they also need to be more pushed to practice the target language to improve their communicative competence. In addition, she stated that there are four functions of output: fluency function, hypothesis-testing function, metalinguisitc function and a noticing or triggering function.
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Delete** Summary**
DeleteSwain stated that comprehensible output plays an important role in acquisition of second language for learners. She said that students need to be given more opportunities to use the target language in a class and they also need to be more pushed to practice the target language to improve their communicative competence. In addition, she stated that there are four functions of output: fluency function, hypothesis-testing function, metalinguisitc function and a noticing or triggering function.
Q1. What are two ways about lacking opportunities by Swain?
ReplyDeleteStudents don’t have enough opportunities to use the target language in the classroom context.
And they are not being pushed in their output. They hardly develop the strategies to get the meaning.
Q2. How does the comprehensible output posit?
It suggests that learners can be pushed into making their output more appropriate when they have some trouble in communication. This is how they learn language.
Q3. What are the four functions of output which refined by Swain?
First, there is fluency function which is providing opportunities for developing automaticity in language use. Secondly, hypothesis-testing function is that learner can judge their comprehensibility and ability of forming sentence by getting feedback from a person who they talk with. Next, output has the mentalinguistic function which is learners reflect on their language use and can control and internalize linguistic knowledge. Last function is a noticing/triggering function. Learners recognize a gap between what they want to say and what they can say. And they try to develop their language.
Discussion.
I think output is important because it is beneficial to develop learners’ target language use. As Swain said when learner feel difficulties in understanding, learner need to being pushed into making their output more precise. They get more appropriate knowledge and internalize them. In my experience I could get good speaking abilities by communicating other people. I sometimes learn from them and get feedback. Also I found a gap between what I want to say and I can say, then I studied about words, expressions and try to use them. I think that was output. In conclusion, output is very helpful to improve learners’ language skill.
HL
*Comprehensible output: learning takes laces when a learner encounters a gap in his or her linguistic knowledge of the L2.
*Fluency function: to provide opportunities for developing automaticity in language use.
*Hypothesis-testing function: to judge one’s comprehensibility and ability of forming sentence by getting feedback from others.
*Mentalinguistic function: to reflect on their language use and can control and internalize linguistic knowledge.
*Noticing/triggering function.: to recognize a gap between what he/she want to say and what he/she can say and try to develop language.
*Syntactic processing: Developing a learner’s IL requires them to focus on the grammatical nature of their sentences.