Output Hypothesis In Second Language Acquisition

The "Output Hypothesis" appeared in the late nineties in a reason of new aspects that were found in the field of second language acquisition. Before that, the concept of "output" associated with the result and referred to the final stage of language learning course. However, researchers found evidence of "output" as a process of language learning rather than its product. Two circumstances preceded to the theory emergence. First, Krushen's "input hypothesis" that explains fundamental factors of language acquisition (I+1). According to Krashens's theory, "comprehensible input" is the only one component that contributes to second language learning. Second, development of French immersion program for English- speaking pupils in Canada that occurred

This function based on previous linguistic knowledge (grammar, vocabulary, pronunciation) that students attempt to use while speaking or writing. Although the students can test and change their output independently, they show better results when teachers push them into a modifying process, i. e., they reconstruct their output on reply to instructor's feedback. I observe this function in grammar teaching sessions. After introduction grammar patterns, I involve students in a short conversation. For example, after explanation Past Simple tense, I used to ask about yesterday's actions. Very often students successfully operate with regular verbs; however, irregular verbs prove challenging. In this sense, they may add –ed- to an irregular verb or "invent" a new verb. However, I insist on keeping trying until they get a correct form. Students' engagement in modifying output implies cognitive process and becomes a part of the language learning

While working together, students respond to language producing by others, mediate and regulate the process of language learning; thus, they create individual knowledge about the language. This function based on Vygotsky's sociocultural theory. According to the theory, children learn through communication with each other; that is, they build their knowledge by engaging in a collaborative dialogue. In this sense, social interaction is the tool of an effective learning process and collaborative dialogue is the basis of successful language acquisition. Several weeks ago, I taught a word "scissors" in the third grade. First, the students had a problem to pronounce the word. They said "sisters" instead, and they kept trying and modified the word until they got correct form, i.e. the testing function took place in this situation. Then, one student realized that we add sound /s/ at the end of the word, which indicates a plural form. I involved the students in a dialogue about two languages and it revealed that in Hebrew we also use a plural form of this particular word. I think this linguistic conversation activates students' thinking process and contributes to language