Explain Merrill Swain's Output Hypothesis to a bright 14-year-old.
OR
Identify one barrier to the use of output-oriented, collaborative activities in Korean classrooms. Describe strategies that you might use to overcome this barrier.
ppt
(For an aggressive response by Krashen, see Comprehensible Output.)
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We studied the background issues in language learning right? And we all knew that in this field, there are many theories about the most effective way for language learners to acquire new language forms. One theory of language acquisition is the Comprehensible Output Hypothesis.
ReplyDeleteThis Hypothesis was developed by Merrill Swain. The theory states that language is acquired when we attempt to communicate a message to someone else but fail and have to try again. Eventually, through several attempts, we produce the correct form of our utterance and the listener is finally able to understand. Thus, the new language form is acquired. (Swain and Lapkin, 1995, p. 371) Although Swain does not claim that comprehensible output is solely responsible for all or even most language acquisition, she does claim that under some conditions, CO facilitates second language learning in ways that differ from and enhance input.
It is the teacher-centerd teaching style that block the use of out-put-oriented,collaborative activites in Korean classroom.Actually most of Krean high school students are familiar with T-C teaching style.So they have very weak ability to discuss,negotiate,do presentation with other students. There are three stratagies to over come. First,teachers are not 'transmissioner of knowledge' any more.They let students improve their autonomous learning skill. Second students should be responsible to learning process by developing their debating,negoticating ,analysing abilities with group.Last, The Ministry of Education should chang big class into small class which has 15 students at least.
ReplyDeleteI am a firm believer in the importance of "output". Indeed it IS essential but hard to achieve in a the typical Korean classroom. I do believe that a lot of this has to do with a difference in culture. It is hard for a student to hop back and forth between an input (Homeroom in my case) class and a more output oriented ESL class. Therefore I believe it is important to focus on joint collaborative activities so each individual student can improve their mental functioning.
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