The Output Hypothesis: Theory and Research

By M. Swain. 2005

1,012 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7254ce176d69ac8708217ab84ae34e0cdb10763a

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Citations in the corpus

COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING (2014, background): “…several FFI tasks that require students to not only comprehend but also produce the target structure in a linguistically accurate manner in order to successfully complete the communicative purposes of the task (Swain, 2005 for her discussion of the role of comprehensible output in L2 development).”
Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, background): “Swain and her colleagues have argued that such activities are effective because when learners collaborate to produce output, they use language not only to convey meaning, but also to develop meaning (Swain, 2005).”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “During language production, learners may notice what they know and what they can actually say and may also test linguistic hypotheses whereby their attention is drawn to syntactic properties of the language (Swain, 1995 , 2005 ).”
Handbook of Research in Second Language Teaching and Learning : Volume 2 (2011, background): “This ability to talk about language is an important aspect of understanding language and can help development (Swain, 2005).”
Interaction and instructed second language acquisition (2018, background): “…researchers began to investigate the effects of specific variables pertaining to interaction on (a) discourse moves such as modified output (Swain 1985, 1995, 2005), (b) cognitive constructs such as noticing (Schmidt 1990, 1995, 2001), and (c) most importantly, L2 development and…”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “…with current understandings of the acquisitional benefits of participating in conversational interaction (Gass, 1997; Long, 1996, 2007; Pica, 1994; Swain, 1995, 2005), the research focus has been extended to discerning task variables that can promote interaction-driven opportunities to attend to…”
Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, background): “The results found here, however, suggest that the communicative practice provided to both experimental groups was an important factor in allowing them to further attend to the discourse markers (Swain, 1985, 1995, 1998, 2000, 2005).”
AN EYE FOR WORDS (2013, background): “Among the studies that have looked into the noticing function of output (see Swain, 1995 , 1998 , 2005 ), 1 two have operationalized noticing as self-reports through note taking.”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “…as in Leeman ( 2003 ) and Long and colleagues (1998)—because they may impact L2 learning (e.g., McDonough, 2005 ; Nobuyoshi & Ellis, 1993 ; Swain, 1985 , 1995 , 2005 )—the NS teacher’s prompt (“Okay, let’s move to the next item”), immediately following the provision of corrective…”
Language emergence: Implications for applied linguistics - Introduction to the special issue (2006, background): “comparing the noticed features with those the learner typically produces in output (Swain 2005)).”
Transactional literature circles and the reading comprehension of English learners in the mainstream classroom (2010, background): “Current research suggests that language input alone (listening and reading) is not sufficient for language learning (Swain, 2005).”