The output hypothesis states that language learners will pay attention to phrases when they can attach meaning to them. The act of speaking or writing under certain conditions makes up the process of second language learning. Speaking the language is different than understanding the language.
Swain questioned Krashen’s writings on the input hypotheses that stated that there was only one necessary and sufficient way for second language acquisition which was by comprehending input. Through Swains observations in immersion classrooms, the output hypothesis was formulated in 1985. She stated that when there was a gap in learning the linguistic knowledge the learner becomes aware of it and is able to modify his output so that he learns something new about the language. Furthermore, she claims that under certain conditions output facilitates second language learning in ways that are different from other mental processes connected with producing the language.
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