Journal ArticleDOI
The Psycholinguistics of the Output Hypothesis
TLDR
The authors argue that output plays an important role in second language acquisition, in particular because it generates highly specific input the cognitive system needs to build up a coherent set of knowledge, and that output also plays a direct role in enhancing fluency by turning declarative knowledge into procedural knowledge.Abstract:
In this article I attempt to elucidate the psycholinguistic mechanics of Swain’s “output hypothesis.” Taking the information processing approach as a starting point and relating that to Levelt’s model of language production and Anderson’s learning theory, I argue that output serves an important role in second language acquisition, in particu lar because it generates highly specific input the cognitive system needs to build up a coherent set of knowledge. Output also plays a direct role in enhancing fluency by turning declarative knowledge into procedural knowledge. Output can also play an indirect role in the acquisition of declarative knowledge by triggering input that the learner can use for the generation of new declarative knowledge. On the basis of an analysis of think-aloud protocols, I hypothesize that the locus of the effect of output is in the transition of declarative to procedural knowledge.read more
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Journal ArticleDOI
Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together
Merrill Swain,Sharon Lapkin +1 more
TL;DR: The authors found evidence of language use as both an enactment of mental processes and as an occasion for L2 learning in the dialogue of two grade 8 French immersion students as they carried out a jigsaw task.
Book
第二语言习得研究 = The study of second language acquisition
TL;DR: Second language acquisition research has been extensively studied in the literature as discussed by the authors, with a focus on second language acquisition in the context of English as a Second Language Learning (ESL) programs.
Journal ArticleDOI
At the interface: dynamic interactions of explicit and implicit language knowledge
TL;DR: The authors reviewed various psychological and neurobiological processes by which explicit knowledge of form-meaning associations impacts upon implicit language learning and found that implicit and explicit knowledge are dissociable but cooperative.
Journal ArticleDOI
Differential effects of prompts and recasts in form-focused instruction
TL;DR: This article investigated the effects of form-focused instruction (FFI) and corrective feedback on immersion students' ability to accurately assign grammatical gender in French and found that FFI is more effective when combined with prompts than with recasts or no feedback, as a means of enabling learners to acquire rule-based representations of grammatical genders and to proceduralize their knowledge of these emerging forms.
Book
Introducing Second Language Acquisition
TL;DR: 1. introducing second language acquisition and 2. acquiring knowledge for L2 use and 3. L2 learning and teaching.
References
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Book
Principles and Practice in Second Language Acquisition
TL;DR: It is concluded that language acquisition occurs best when language is used for the purpose for which it was designed: communication.
Book
The study of second language acquisition
TL;DR: Second language acquisition research has been extensively studied in the literature as discussed by the authors, with a focus on second language acquisition in the context of English as a Second Language Learning (ESL) programs.
Book
Speaking: From Intention to Articulation
TL;DR: In this article, Willem "Pim" Levelt, Director of the Max-Planck Institute for Psycholinguistik, accomplishes the formidable task of covering the entire process of speech production from constraints on conversational appropriateness to articulation and self-monitoring of speech.
Book
The Input Hypothesis: Issues and Implications
TL;DR: Langs as discussed by the authors presents strategies which teachers might use to teach on the trans-cultural field of discourse which Gumperz helps us to understand, and these strategies can help teachers to tailor their actions from day to day to the extent of their evolving understanding of this field.