Native speakers rarely supply negative input, so learners must infer or actively seek it by pushing for comprehensible output¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? In authentic communication native speakers attend to meaning rather than form and tolerate non-native inaccuracies, so negative input is not readily available. → Yu Liming 1990

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 · r2

Diary self-study, journal entry of Oct. 27: an officemate's visitor says "Since I understood what you meant, why should I bother?" about uncorrected errors, supporting that "native speakers will attend to meaning rather than form".

"However, in the light of my experiences in self-directed learning, such negative input is not readily available. That is to say, native speakers will attend to meaning rather than form."

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
• Pushing for comprehensible output drives understanding and assimilation of comprehensible input — related
• Mere exposure to the target language does not automatically lead to native-like communicative competence in adult learners — related
• Limited instruction directed at complex structures also proved effective, provided the target structures are readily available in noninstructional input — related
• Syntactic rather than semantic processing of input is essential for correcting incomprehensible output — related