https://padlet.com/tomlinki/hn6s5xe7kls8 Krashen's Input Hypothesis vs. Swain's Comprehensible Output Hypothesis en-us 2018-05-09 05:33:23 UTC 2018-05-09 19:32:13 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259162071 Claim: People only acquire knowledge when they receive oral or written messages they understand (comprehensible input) (Freeman, 121) ]]> 2018-05-09 05:40:14 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259162071 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259162399 For language acquisition to happen, students must receive input slightly above their current ability level (Freeman, 121)]]> 2018-05-09 05:43:20 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259162399 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259162706 If students receive input only at their current competence then they will not acquire any new language (Freeman, 121)]]> 2018-05-09 05:47:06 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259162706 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259162776 If students receive input too far outside of their competence zone, then they will not be able to understand or grasp the material and thus, will also not experience language acquisition (Freeman, 121)]]> 2018-05-09 05:48:06 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259162776 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259163166 Claim: It is through language production (output) that people are most likely to acquire language (Luis PW)]]> 2018-05-09 05:53:04 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259163166 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259163561 As people produces language, they realize what they do not understand about the language and this motivates them to acquire the proper language to communicate and bridge the "gap" between what they can and cannot say (Luis PW) ]]> 2018-05-09 05:58:05 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259163561 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259164014 (Luis PW)]]> 2018-05-09 06:03:16 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259164014 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259164030 2018-05-09 06:03:24 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259164030 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259164195 2018-05-09 06:05:12 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259164195 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259164378 2018-05-09 06:07:05 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259164378 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259164519 2018-05-09 06:08:27 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259164519 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259165069 According to Krashen, only input can lead to acquisition. While output can lead to learning academic content, it does this through leading the learner to more comprehensible input. Thus, output just brings you back to input, showing that input is the only way to acquire language. ]]> 2018-05-09 06:12:41 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259165069 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259166264 Swain argues that when comprehensible input is received, the learner focuses on the meaning, which is at the semantic level. However, output allows the learner focus on syntax and requires the learner to "access parts of the language system [that are] different from that which [they] use to comprehend input". Thus output allows more language acquisition. (Freeman, 132)]]> 2018-05-09 06:20:46 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259166264 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259167313 Ultimately, both are important to a learner's language acquisition. Comprehensible input gives students language information that they need to produce output. Through the production of output, students gain a better understanding of what they do and do not know about the language, which can also contribute to their language acquisition. Thus, input and output compliment each other and both work towards increasing the learner's language acquisition. (Freeman, 132) (Luis PW)]]> 2018-05-09 06:29:01 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259167313 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259169457 When teaching ELL students, teachers must recognize that input and output are equally important to a student's language acquisition. The content that students are given must be in their i +1 range in order for them to acquire language. Thus teachers need to have a good understanding of their students' competence level so that they can provide the proper input. It is also important for teachers to monitor student output and guide them through the process of understanding what their output means in terms of their language development. Input and output compliment each other and are both great tools for teachers to help students acquire language. ]]> 2018-05-09 06:41:25 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259169457 tomlinki https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259171684 Freeman, D. E., & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition. Portsmouth, NH: Heinemann. 

PW, L. (2016, August 27). Second Language Acquisition: Swain's Output Vs Krashen's Input. Retrieved May 8, 2018, from http://eslarticle.com/pub/english-as-a-second-language-esl/139016-Second-Language-Acquisition-Swain-s-Output-Vs-Krashen-s-Input.html]]> 2018-05-09 06:56:20 UTC https://padlet.com/tomlinki/hn6s5xe7kls8/wish/259171684