Pushing for comprehensible output drives understanding and assimilation of comprehensible input¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r1–r2 · q1
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? A clearer understanding of a structure such as the past progressive was achieved when the learner pushed for it in output, not when input containing it was merely directed at the learner. → Yu Liming 1990 q1 i? Pushing for output moved "take somebody's call" from the passive repertoire to the active, and one's own comprehensible output can serve as useful comprehensible input. → Yu Liming 1990 (2)

Evidence¶

Yu Liming 1990¶

Yu Liming. (1990). The Comprehensible Output Hypothesis and Self-directed Learning: A Learner's Perspective. TESL Canada Journal/Revue TESL du Canada, Vol. 8, No. 1. https://eric.ed.gov/?id=EJ420159 doi:10.18806/tesl.v8i1.575

q1 · i? · qualitative · r1

Diary self-study, Oct. 13-26 entry: dissatisfied with "You did work that year?", the author recognized from Elizabeth's "I was working that year" that the past progressive should have been used, arguing output plays an independent role in assimilating input.

"This example has shown that a clearer understanding of the progressive aspect is achieved not when input containing this structure is directed to the learner, but when the learner is pushing for such a structure in his output."

Yu Liming 1990 (2)¶

Yu Liming. (1990). The Comprehensible Output Hypothesis and Self-directed Learning: A Learner's Perspective. TESL Canada Journal/Revue TESL du Canada, Vol. 8, No. 1. https://eric.ed.gov/?id=EJ420159

q1 · i? · qualitative · r2

Diary self-study: although "take somebody's call" had been heard and seen on a department notice, only after pushing for output following an unsatisfactory phone exchange did the phrase move into active production.

"But pushing for comprehensible output as I did in this case, I managed to bring "take somebody's call" from the passive repertoire to the active."

Discussion¶

Related Claims¶

• Producing modified output involving developmentally advanced question forms in response to negative feedback is the only significant predictor of ESL question development — the general claim this finding bears on, with the studies behind it
• There is no direct evidence that comprehensible input is necessary for L2 acquisition; the input hypothesis remains untested — related
• Native speakers rarely supply negative input, so learners must infer or actively seek it by pushing for comprehensible output — related
• Syntactic rather than semantic processing of input is essential for correcting incomprehensible output — related
• Dialogue journals inherently meet conditions deemed necessary for second language acquisition — related
• Mere exposure to the target language does not automatically lead to native-like communicative competence in adult learners — related