Tag Archives: merril swain

Input and Output in the Language Classroom

Language acquisition is a multifaceted process, shaped by various factors and methodologies. The ideas of input and output often play a significant role in any discussion of how language is acquired.  Let’s look at the intricate interplay between input and output, drawing insights from the book “Common Ground” by Florencia Henshaw and Maris Hawkins.

Input and Output in the Language Classroom (French, Spanish)

How is Language Acquired?

At its core, language acquisition is an implicit process, unconsciously constructing a linguistic system by connecting form and meaning based on the input we receive. It’s the subconscious work that takes place while we’re immersed in comprehending messages, operating beyond our conscious control. Language acquisition thrives on grasping the portions of input that assist in decoding the intended message, as opposed to consciously dissecting language rules.

Communication, conversely, revolves around the deliberate interpretation and expression of meaning. Our focal point on communication hinges on two pivotal questions: What information or content is being conveyed? And what will the audience do with this information? These inquiries form the bedrock of meaningful interaction and exchange.

The Role of Input

Input serves as the cornerstone of language acquisition since understanding must precede the establishment of form-meaning connections.

The Role of Comprehensible Input

Krashen’s Input Hypothesis introduces the concept that learners progress in language when they comprehend input that is slightly beyond their current proficiency level, often referred to as “i+1.” While Krashen’s ideas have evolved and faced criticism, a consensus remains regarding the importance of comprehensible input. Crafting such input involves a combination of strategies:

  • Ensuring that the topic and text type align with students’ proficiency levels.
  • Employing visual cues, body language, and target language equivalents.
  • Utilizing examples that relate to common associations and cognates.
  • Gradually delivering content and simplifying language.
  • Embracing circumlocution to convey intended meaning.
  • Incorporating authentic resources to provide genuine context.
  • Implementing comprehension checks to maintain communication-driven interactions.

While explicit instruction isn’t deemed necessary for acquisition, directing learners’ attention to grammatical forms during meaningful communication can be beneficial in strengthening form-meaning connections.

The Role of Output

Output, defined as the production of the target language to convey meaning, plays an essential but distinct role in language development. Merrill Swain’s Output Hypothesis suggests that pushing learners to produce accurate and meaningful messages facilitates language development by prompting them to pay closer attention to linguistic form. Output assists learners in recognizing their gaps in knowledge and affords opportunities for testing hypotheses. However, Hawkins and Henshaw contend that output doesn’t construct the linguistic system; its primary function lies in helping learners identify their input needs.

While there is often a significant emphasis on input, the role of output remains paramount, particularly in communicative language teaching. Traditional teaching methods tend to prioritize output, associating communication primarily with speaking and writing. However, the equilibrium between input and output isn’t dictated by a fixed ratio. Instead, it is essential to provide ample communicative input and grant the linguistic system the time it requires to develop organically, particularly at the novice level.

In Conclusion

The journey of language acquisition involves a delicate dance between input and output. Both are integral components, each contributing uniquely to the development of linguistic competence. By understanding their roles and finding a harmonious equilibrium, educators can guide learners towards achieving language proficiency and effective communication.

Reference:

Henshaw, Florencia Gilio, and Maris Hawkins. Common Ground Second Language Acquisition Theory Goes to the Classroom. Focus, an Imprint of Hackett Publishing Company, 2022.

Sales, Antonia De. “The Output Hypothesis and its Influence in Second language Learning/Teaching: An interview with Merrill Swain.” Interfaces Brasil/Canadá, vol. 20, 2020, pp. 1–12,

63: Input and Output


In this episode we look at input and output. These two simple words can appear simple, but there is a lot to explore when it comes to what they actually look like in the classroom. This is the fourth of 5 episodes dedicated to the book Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins. In two weeks you will hear the final episode of the series that will be a conversation with the authors.  For now, we’ll spend some time with input and output guided by Henshaw and Hawkins in Common Ground..so, let’s jump in.

Topics in the episode:

  • Recap of Guiding Principles: Acquisition and Communication
  • The Role of Input
  • What effective input is and is not
  • Comprehensible Input and Krashen’s Monitor Model
  • Authentic Resources
  • The Role of Output
  • Swain’s Output Hypothesis
  • Input or Output?  What builds the linguistic system?
  • Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).

Other Podcast episodes referenced in this episode:

Get your own copy of Common Ground.  Hackett Publishing is generously offering a 25% discount when you use the code WLC2022.  [Available through December 31, 2022].

**The 25% off discount code can be used for any book through the end of December, 2022.  Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.

——————————————————————————————-

Work with Joshua either in person or remotely.

——————————————————————————————-

Teachers want to hear from you and what you are proud of in your classroom. Join me on the podcast.  We record conversations remotely, so you can be anywhere.

——————————————————————————————-

Follow wherever you listen to podcasts.