Thwaites, P. (2014). Maximizing learning from written output. ELT Journal, 68(2), 135-144.
摘要:The Output Hypothesis proposes that language production can facilitate language learning in a number of ways. However, while early research into this theory provided a strong starting point for further research, it did not provide clear, long-term evidence of output's role in language acquisition. More recent research has addressed this problem by using simple writing task sequences in which output precedes input in order to maximize its role in noticing. Results have been encouraging. In this article, I summarize this research before going on to suggest ways in which teachers can utilize similar task sequences in order to create practical classroom techniques which encourage learners to notice holes in their own knowledge and gaps between their written ability and expert user texts. Adapted from the source document
关键词:applied linguistics, non-native language instruction languages other than English, Second Language Writing Instruction, Educational Activities, Second Language Instruction, Language Teaching Methods, Second Language Writing, Second Language Learning Theories, Language Acquisition