INPUT HYPOTHESIS FOR OR AGAINST OUTPUT HYPOTHESIS?
Introduction Second language acquisition research has demonstrated that only exposure to L2 input is not sufficient to facilitate language acquisition and that the limited grammar instruction fostered by communicative and proficiency-based teaching approaches facilitates lexicalization of communicat...
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| Formato: | Artículo |
| Lenguaje: | español |
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Universidad Autónoma de Nuevo León
2022
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| Acceso en línea: | https://humanitas.uanl.mx/index.php/ah/article/view/1483 |
| _version_ | 1824325855856295936 |
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| author | García, Laura |
| author_facet | García, Laura |
| author_sort | García, Laura |
| collection | Artículos de Revistas UANL |
| description | Introduction
Second language acquisition research has demonstrated that only exposure to L2 input is not sufficient to facilitate language acquisition and that the limited grammar instruction fostered by communicative and proficiency-based teaching approaches facilitates lexicalization of communication and fossilization of errors. If Widdowson's view of grammar "as a necessary communicative resource" is to be accepted, instead of grammar as a collection of forms and prescriptive rules, a new approach to grammar needs to be developed, not as a static system of rules to be memorized but as a dynamic system comprised of structures with an interconnected context dependent form, meaning, and use.
According to Ellis one of the major contributions of SLA research to teacher' practice is the finding that differences between input and intake depends on the learner. Also related to the role of learners in the acquisition process, Pica establishes that the negotiation between the learners and their interlocutors gives the former time and opportunity to catalogue the input in order to be able to process it. The simple act of asking for clarification has very positive results. She also mentions Swain's recommendation to promote learners' production of comprehensible output during interaction in meaningful contexts. |
| first_indexed | 2025-02-05T20:43:51Z |
| format | Article |
| id | humanitas-article-1483 |
| institution | UANL |
| language | spa |
| last_indexed | 2025-02-05T20:43:51Z |
| physical | HUMANITAS DIGITAL; Núm. 29 (2002): HUMANITAS Enero-Diciembre 2002; 273-285 2007-1620 2007-1620 |
| publishDate | 2022 |
| publisher | Universidad Autónoma de Nuevo León |
| record_format | ojs |
| spelling | humanitas-article-14832022-04-01T19:50:52Z INPUT HYPOTHESIS FOR OR AGAINST OUTPUT HYPOTHESIS? García, Laura Introduction Second language acquisition research has demonstrated that only exposure to L2 input is not sufficient to facilitate language acquisition and that the limited grammar instruction fostered by communicative and proficiency-based teaching approaches facilitates lexicalization of communication and fossilization of errors. If Widdowson's view of grammar "as a necessary communicative resource" is to be accepted, instead of grammar as a collection of forms and prescriptive rules, a new approach to grammar needs to be developed, not as a static system of rules to be memorized but as a dynamic system comprised of structures with an interconnected context dependent form, meaning, and use. According to Ellis one of the major contributions of SLA research to teacher' practice is the finding that differences between input and intake depends on the learner. Also related to the role of learners in the acquisition process, Pica establishes that the negotiation between the learners and their interlocutors gives the former time and opportunity to catalogue the input in order to be able to process it. The simple act of asking for clarification has very positive results. She also mentions Swain's recommendation to promote learners' production of comprehensible output during interaction in meaningful contexts. Universidad Autónoma de Nuevo León 2022-04-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://humanitas.uanl.mx/index.php/ah/article/view/1483 HUMANITAS DIGITAL; Núm. 29 (2002): HUMANITAS Enero-Diciembre 2002; 273-285 2007-1620 2007-1620 spa https://humanitas.uanl.mx/index.php/ah/article/view/1483/1381 https://creativecommons.org/licenses/by/4.0 |
| spellingShingle | García, Laura INPUT HYPOTHESIS FOR OR AGAINST OUTPUT HYPOTHESIS? |
| thumbnail | https://rediab.uanl.mx/themes/sandal5/images/article.gif |
| title | INPUT HYPOTHESIS FOR OR AGAINST OUTPUT HYPOTHESIS? |
| title_full | INPUT HYPOTHESIS FOR OR AGAINST OUTPUT HYPOTHESIS? |
| title_fullStr | INPUT HYPOTHESIS FOR OR AGAINST OUTPUT HYPOTHESIS? |
| title_full_unstemmed | INPUT HYPOTHESIS FOR OR AGAINST OUTPUT HYPOTHESIS? |
| title_short | INPUT HYPOTHESIS FOR OR AGAINST OUTPUT HYPOTHESIS? |
| title_sort | input hypothesis for or against output hypothesis |
| url | https://humanitas.uanl.mx/index.php/ah/article/view/1483 |
| work_keys_str_mv | AT garcialaura inputhypothesisfororagainstoutputhypothesis |