Swain's output hypothesis with three functions of output in second-language acquisition¶

Theory · All theories
Evidence · 5 claims (5 for) · 2 studies (1 review, 1 qualitative), q2 · 0 of 2 report an effect size · 5 claims rest on one study

Description¶

The article's theoretical framework presents Swain's output hypothesis, which assigns production of language a significant role in second-language acquisition alongside comprehensible input. It identifies three functions: a hypothesis-testing function, a metalinguistic function, and the noticing/triggering function, in which "learners may notice a gap between what they want to say and what they can say". The study tests the third function in EFL writing.

Design Implications¶

Context¶

Requirements¶

• Production of the target language under circumstances that push learners to generate output

Constraints¶

• The noticing function operates "under some circumstances", per the quoted Swain passage

Target Learners¶

• Second-language learners, here an adult EFL learner

Target Learning Objectives¶

• Second-language writing, lexis and grammar

Claims¶

• Output Noticing Predominantly Lexical [+M]
• Rewriting Solves More Lexical Gaps [+M]
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency [+W]
• Notetaking as a feedback tool facilitates resolution of lexical problems but leaves grammatical problems unresolved, suggesting reformulation as an alternative [+W]
• Comparing original texts to model paragraphs prompted noticing that was again focused on lexical features [+W]

Related Theories¶

• Swain's Comprehensible Output Hypothesis with a circular input-output-intake model
• Ellis's revised interaction hypothesis: noticing, comparison, and integration as the basic acquisitional procedures
• Output-driven, input-enabled hypothesis: output as both driving force and objective of EFL teaching
• Swain's output hypothesis — the canonical page for this theory

Examples¶

• Give students more chances to produce output and communicate during writing, with varied assignment types and clear sufficient feedback
• Three-stage writing task: write with problem notes, compare to a model paragraph, then rewrite

Key Sources¶

• Sumayyah Qaed Alsulami. (2016). Testing the Noticing Function of the Output Hypothesis. English Language Teaching, 9(2). https://doi.org/10.5539/elt.v9n2p136