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Licenciatura Abierta Facultad de Lenguas Verónica E - Noriega Fernández

The document discusses the input and output hypotheses in language acquisition. It explains Krashen's input hypothesis, which states that language is acquired through comprehensible input. The output hypothesis posits that producing language through speaking and writing also contributes to acquisition. There are three functions of output: noticing new language, testing hypotheses about the language, and developing metalinguistic awareness. Both input and output complement each other in the language acquisition process. Feedback and a supportive environment are also important factors.

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43 views9 pages

Licenciatura Abierta Facultad de Lenguas Verónica E - Noriega Fernández

The document discusses the input and output hypotheses in language acquisition. It explains Krashen's input hypothesis, which states that language is acquired through comprehensible input. The output hypothesis posits that producing language through speaking and writing also contributes to acquisition. There are three functions of output: noticing new language, testing hypotheses about the language, and developing metalinguistic awareness. Both input and output complement each other in the language acquisition process. Feedback and a supportive environment are also important factors.

Uploaded by

qeyamuddin
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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BUAP

Licenciatura abierta facultad de lenguas Vernica E . Noriega Fernndez

OUTPUT HYPOTHESIS
Output, (1980) indicates the outcome of what the

student has learned. The Output hypothesis states that it is the action of producing language, speaking and writing, which develops part of the process of second language learning (how proficient learners become). Swain (1985)

Three functions of output


1) the noticing/triggering function 2) the hypothesis-testing function 3) the metalinguistic (reflective) function. This means that the message needs to be conveyed precisely, coherently, and appropriately. This form of pushing students in terms of output is precisely the same as that of Krashens comprehensible input notion of i +1.

Figure 6: Input, intake and output

Krashens (1985) states that comprehensible input is the only true way a learner has to acquire a second language.

INPUT
Krashens input hypothesis which states that we

acquire the target language only when we understand language (comprehensible input). In addition, in order for learners to understand a language point, the structure must be just "a little beyond" where students are at the moment and they will use cultural baggage.

CONCLUSION
Input hypothesis
Krashen stressed that

Output hypothesis
Consequently, the feedback

comprehensible intput helps students acquire language.One important principle of Krashens theory states that input should not be grammatically sequenced as such sequencing is not needed; thus, students would be able to understand every class and will never stay behind.

provided to the learner may make input and output more comprehensible. As Swain (1985) stated, production challenged learners to focus on the means of expression when they realize it is necessary to enhance and develop the target language level, and it is just then, when language output can contribute to language acquisition.

CONCLUSION
Both theories complement each other as all the elements mentioned, strongly contribute to language acquisition.
One aspect to be taken into account is the positive environment a teacher must create during his/her lesson as it makes a difference in the students motivation and interest in acquiring the second language.

Feedback plays an important role as well as correct production, and interesting, appealing and meaningful materials which may challenge and motivate learners.

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