Query: Output hypothesis

title: Revisiting Comprehensible Input, Output Hypothesis and the Use of the L1 in the L2 Classroom
abstract: The present study investigates three approaches to teaching introduced into practice via the research domain of applied linguistics: Comprehensible Input Hypothesis, Comprehensible Output Hypothesis, and the use of L1 in the L2 classroom. The paper provides a literature review and relies on personal reflection, detailing the author's experiences as both a second language learner and a teacher in a higher education setting. The evidence presented herein supports the key proposition of Comprehensible Input theory, which is that comprehensible input is essential for language acquisition. However, it also suggests that input used as a strategy in isolation is not practical for informing the process of language acquisition, and so must complemented by Comprehensible Output. Finally, the findings relating to L1 use, support Macaro's (2005) recommendation regarding the use of the L1 as a facilitator to increase L2 input to optimal levels in the L2 classroom. The study recommends future empirical research; i.e. studies concentrating on the interlanguage of learners, and the application of Macaro's (2005) strategies in context through different learning tasks and activities.

title: Implications of Output Hypothesis in College English Translation Course
abstract: The significance of Swain's Output Hypothesis lies in the fact that the output of language is also an important cognitive tool, which helps the language learners to realize the problems during their language acquisition process and thus they are facilitated to use the target language more accurately. The low translation capacity is the most alarming problem for college English teaching and learning, which triggers the new translation testing models of CET4. This paper, aiming at improve the language teaching and learning in college English translation course, first introduces the basic claims and modeling strategies, and then tries to form at a better set up for the translation course and its classroom activities driven by the Output Hypothesis.

title: Testing the Noticing Function of the Output Hypothesis.
abstract: In spite of Krashen's (1985) claims that the only way to acquire a second language is through non stressful comprehensible input, Swain (1995, 1998, 2005) and others propose that the production of language (speaking or writing) under certain circumstances, is a significant part of the second language acquisition process. Swain also states that there are three functions of output, and one of these is the noticing or triggering function, in which through producing output, learners become aware of their linguistic knowledge. This study examines the role and effectiveness of output in particular, the noticing function of language output in developing the writing skills of an English as a Foreign Language (EFL) student from Saudi Arabia. The notice function enables the student to identify lexis and grammar problems in his writing. Data collection for the study was conducted in three stages: In Stage 1 the participant, who studies English at Latrobe Language Centre in Level 4A, wrote three paragraphs in response to illustrated questions. In Stage 2, the participant compared his original writing to model paragraph feedback tools. In Stage 3, the student rewrote his original paragraphs based on what he noticed in Stages 1 and 2. This methodology demonstrated the aspects of language that a second language learner noticed while forming a paragraph on his own. It also illustrated what the participant noticed when he compared his writing to a model and what changes he made to his writing, as a result. It pushed the learner to create a modified output, leading to development of his writing skills in second language acquisition.

title: A Closer Look at the Output Hypothesis: The Effect of Pushed Output on Noticing and Inductive Learning of the Spanish Future Tense
abstract: This study empirically tested the noticing function of the output hypothesis (Swain, 1993, 1995, 1998) and explored the relationship between noticing and learning by comparing the effects of the production of output to exposure to textually enhanced input. The present study is a conceptual replication of Izumi (2002) however, Izumi examined a complex grammatical form (relativization in English) while the present study investigated a more salient form (the Spanish future tense) among 55 first semester students of Spanish. The results supported the noticing function of the output hypothesis and revealed that pushed output followed by exposure to future tense forms in subsequent input enabled students to learn the targeted form inductively. However, exposure to textual enhancement did not produce similar learning gains. These findings have implications for the instruction of second language grammar.

title: Output Hypothesis and its Pushed Output Theory
abstract: In foreign language teaching,the asymmetry between input and output has always been a challenge. This paper focuses on,from the "Pushed Output " theory in Swain's"Output Hypothesis",its analysis and proposes a solution,which dictates that teachers should,on the one hand,modify and optimize their output,and on the other hand,employ various methods to encourage or even push learners to produce output.

title: The Relationship between Communication Strategies and Noticing Function of Output Hypothesis in Teacher Talk
abstract: The present study, building upon communication strategies research and noticing function of output hypothesis, examines the relationship between these two issues in teacher talk.  Five Iranian EFL teachers along with the students in their classes participated in this study. To collect the required data for this study, two steps were taken. First, the researcher observed the classrooms as a non participant and made audio recordings from three lessons of each teacher. Second, a single semi structured interview session was conducted with each teacher.  The results showed that whether the teacher notices his linguistic gaps and uses communication strategies to deal with his linguistic problems but this noticing does not lead to any reaction on the part of the teacher; or the communication strategy is not noticed by the teacher that is in apparent contrast to Swain's noticing function of output hypothesis.

title: Optimum load in various vertical jumps support the maximum dynamic output hypothesis.
abstract: The aim was to generalize the maximum dynamic output (MDO) hypothesis [i. e. the muscle power output in vertical jumps (VJ) is maximized when loaded with one's own body mass] to variety of VJ. We hypothesized that the subjects' own body (a) would be the optimal load for maximizing the power output (i. e. the no load condition) and also (b) reveal the maximum benefits of stretch shortening cycle (SSC) 13 participants performed the maximum squat and various counter movement jumps when loaded by approximately constant external force ranging from 40% to 40% of their body weight (BW) Regarding the first hypothesis, the differences in both the peak and mean power recorded under different load magnitudes revealed maxima close to no load condition (i. e. from 3% BW to 8% BW; R2=0.65 0.96; all P<0.01) Regarding the second hypothesis, the differences in performance between VJ executed with and without SSC also revealed maxima close to no load conditions (0 2% BW) while the same differences in the power output were observed under relatively low positive loads (14 25% BW; R2 0.56 0.95; all P<0.01) The findings support the concept that maximal power output occurs close to one's own body mass during VJ with and without SSC, thereby providing additional support to MDO hypothesis.

title: Testing of the Maximal Dynamic Output Hypothesis in Trained and Untrained Subjects
abstract: Nuzzo, JL, McBride, JM, Dayne, AM, Israetel, MA, Dumke, CL, and Triplett, NT. Testing of the maximal dynamic output hypothesis in trained and untrained subjects. J Strength Cond Res 24(5) 1269 1276, 2010 The maximal dynamic output (MDO) hypothesis is a newly proposed concept, which suggests that the muscular system of the lower limbs is designed to produce maximal power output when performing countermovement vertical jumping (CMJ) at body mass as opposed to other loading conditions. However, it is unclear if the MDO concept can be applied to individuals with different levels of maximal strength. The purpose of this investigation was to determine if subjects, who have distinct differences in maximal strength, maximize CMJ power at body mass. Fourteen male strength power trained subjects (squat 1 repetition maximum (1RM) to body mass ratio 1.96 0.24) and 6 untrained male subjects (squat 1RM to body mass ratio 0.94 0.18) completed CMJs with loads that were less than, equal to, and greater than body mass. Loads less than body mass were accomplished with a custom designed unloading apparatus, and loads greater than body mass were accomplished with a barbell and weights. In both groups, mean values for CMJ peak and mean power were greatest during the body mass jump. Power outputs at body mass were significantly different (p 0.05) than power outputs at various conditions of loading and unloading. These data support the MDO hypothesis and its application to individuals with significantly different 1RM to body mass ratios. Additionally, these data further support the idea that body mass CMJs are a theoretically sound way to train for power because of the maximal power outputs that are produced during this condition.

title: A Review of Research into the Output Hypothesis
abstract: Swain studies children in Canadian immersive language teaching project,and puts forward the Output Hypothesis based on his observations.This hypothesis is taken seriously and discussed much in L2 acquisition,language teaching and psycholinguistics.This thesis introduces systematically the basic idea,the function and the research actualities of the Output Hypothesis proposed by Swain,in order to draw up the research achievements,lay a foundation for the following research,and explain its influence on foreign language teaching theory and practice in our country these years.

title: A Feasibility Study of Applying "Double output Hypothesis" into Task based Teaching Approach in Second Language Acquisition
abstract: The "more input" and "less output" phenomenon is now very popular in college English teaching all over China. To increase the volume of the students' output and accordingly promote that of their input, this essay proposes "double output hypothesis" and applies it into task based teaching approach, i.e. combines writing and speaking. Writing provides the students enough language material, gets them prepared, and promotes their self confidence for speaking tasks. The author proves this method feasible by experiments.