Hello, GroupB.
I am Helen and I am the DL of this week. I hope my questions are helpful for you to check your understnading after reading the text.
Comprehension questions:
1. What does 'output' mean? (Give a definition of output using a term, 'comprehesionsible input'.)
2. According to Swain, how do 'output opportunities' lack in 2 ways?
3. What are four functions of output?
* Please try to give the answers in your own words.
Discusstion question:
Do you think output is as important as input? Why or Why not?
Q1. What does 'output' mean? (using a term, 'comprehesionsible input'.)
ReplyDeleteOutput means the action of producing language, speaking and writing, which develops part of process of second language whereas the Krashen's input hypothesis states that we acquire the target language only when we understand language(comprehensible input)
2. According to Swain, how do 'output opportunities' lack in 2 ways?
One is students are simply not given especially in later grades adequeate opportunities to use the target language in the classroom context.
The other is the students are not being pushed in thier output.
3. What are four functions of output?
1) Output provides opportunites for developing automaticity in language use.
; fluency function
2) Producing output is one way of testing one's hypotheses about the TL.
; hypothesis- testing function
3) Output processes enable learners reveal their hypothesis and reflect on them
using language.
; metalinguistic function.
4) Learners may notice a gap between what they want to say what they can say,
leading them to recognize what they do not know only partially.
; noticing/trggering function ( or consciousness- raising function)
Discussion Q. : Do you think output is as important as input? Why or Why not?
I think out put is as important as input.
Because only with comprehensible input takes too long time to acquire high level of proficiency.
After provided comprehensible input, Ss can develop their language ability through the action of producing the TL.
In sum, we all need exposure to both comprehensible input and output to achieve a high proficiency level in the language.
< HL >
ReplyDeleteKrashen emphasized comprehensible input. ( i+1) such as in immersion program.
Swain argued that Ss have problems in TL grammar in immersion program and Ss engage in too little production , which prevents them from going beyond.
The construct of comprehensible output posits that when learners experience communocation difficulties, they will be pushed into making their output more precise, coherent, and this process is said to contrubute to language learning.
Swain states that in speaking or writing, learners can stretch their interlanguage to meet communicative goals. Producing the TL may serve as' the trigger that foeces the learner to pay attention to the means of expression needed in order to succeefully convey their own intended meaning'
She refined her hypothesis and specified four functions of output.
1) Output provides opportunites for developing automaticity in language use.
; fluency function
2) Producing output is one way of testing one's hypotheses about the TL.
; hypothesis- testing function
3) Output processes enable learners reveal their hypothesis and reflect on them
using language.
; metalinguistic function.
4) Learners may notice a gap between what they want to say what they can say,
leading them to recognize what they do not know only partially.
; noticing/trggering function ( or consciousness- raising function)
1. output means learner's achivement of speaking TL.
ReplyDelete2. They are not given especially in later grades adeqaute opportunities to use the TL and not pushed the TL in the classroom.
3. fluency function, hypothesis function, metalinguistic function, noticing/triggering function.
*Yes, Output is the goal of the input. In the process of preparing or practicing input, they can judge the strategy is perfect or can't find the problems. But, getting feedback, in this situation 'output', teachers know the problem they didn't notice. Perfect as it is, output can be totally wrong, which is common thing.
1. What does 'output' mean? (using a term, 'comprehensible input'.)
ReplyDeleteOutput means producing comprehensible input by students themselves. Especially comprehensible output is very important for learners as well as comprehensible input.
2. According to Swain, how do 'output opportunities' lack in 2 ways?
When students can’t have adequate opportunity for output in classroom context, students can be lack of output. Also, when students are not pushed in their output, It can be happened.
3. What are four functions of output?
1) Fluency function: It means output can help students to improve their automaticity in language use so that students can use language more naturally.
2) hypothesis-testing function: It means that producing language, students can be checked whether it is wrong and also can be given feedback and improve their language.
3) Metalinguistic function: It means that when students produce their output, they also can reveal their hypotheses, but also to reflect on them using language.
4) Consciousness-raising function: While producing, learner can notice which part or what they can’t say or they don’t know. So It’s time for them to analyze their knowledge by themselves.
Discussion Q: Do you think output is as important as input? Why or Why not?
Yes, output is important while learning language. While producing output by themselves, they also review their input which they've got and they also can analyze their current level of learning by themselves, and some students can be motivated. However, sometimes if we give them too much output opportunity instead of adequate ‘input time’, they might have had habit which is very difficult to fix. To get benefits from producing output, sufficient input or accurate input is also needed.
I am summarizer this week. Here is my summary for this week.
ReplyDeleteSwain stated that for leaning language, not only comprehensible input but also comprehensible output is important. Lots of opportunity for production language for students can help to go beyond a functional level of L2 proficiency. That is, any kind of communication between students or students and teacher is very valuable in spite of numerous errors as long as students produce their L2. While they producing their L2, students can improve their fluency of L2, and get feedback. While Krashen cared about ‘input’, Swain highlight the importance of output.
SU: while input theory can lead wrong result, output, if it be well considered and studied or modeled, can have good result. Actually, partly, Korea class which exist in the high income area have already adopted thins theory and precede others. But, I think Korea classroom put more emphasis on the hypo-. Maybe more teachers are needed to get good learning in hyphothesis function.
ReplyDelete