The Output Hypothesis and its influence in the second language learning/teaching: An interview with Merrill Swain

DOI: https://doi.org/10.15210/interfaces.v20i0.18775
Palavras-chave: Output Hypothesis. Language Learning. Canadian Research.

Resumo

ABSTRACT: This paper presents an interview with Merrill Swain, a Canadian researcher who proposed the Output Hypothesis, a way to understand the relevance of producing (by speaking/writing) the foreign language during its learning. According to Output Hypothesis, the learner may notice gaps while, test cognitive hypothesis and think in a metalinguistic way while producing the foreign language. This hypothesis influenced plenty of research in the second language learning/teaching field around the world, considering Brazil as well.

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Biografia do Autor

Antonia de Jesus Sales, IFCE - Federal Institute of Education, Science and Technology
Departamento de Letras Português-Inglês

Referências

Johnson, R.K., & Swain, M. (Eds.). (1997). Immersion education: International perspectives. Cambridge: Cambridge University Press.

Swain, M., & Watanabe, Y. (2013). Collaborative dialogue as a source of learning. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Oxford, UK: Wiley Blackwell.

Swain, M., Kinnear, P., & Steinman, L. (2011; Second Edition 2015). Sociocultural theory in second language acquisition: An introduction through narratives. Bristol, UK: Multilingual Matters.

Swain, M. (2010). “Talking it Through: Languaging as a source of second language learning. In R. Batstone (Ed.), Sociocognitive perspectives on second language learning and use (pp. 112-129). Oxford: Oxford University Press.

Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In H. Byrnes, (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95-108). London, UK: Continuum.

Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471-484). Mahwah, NJ: Lawrence Erlbaum.

Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99-118). London, UK: Longman.

Swain,M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.

Swain, M. (1997). French immersion in Canada. In J. Cummins (Ed.), Bilingual education, Volume 5 of The encyclopedia of language and education (pp. 261 269). Dordrecht, Holland: Kluwer Academic Press.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp.125 144). Oxford: Oxford University Press.

Swain, M., & Lapkin, S. (2013). A Vygotskian perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content Based Language Education, 1: 101-129.

Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46: 195-207. doi: 10.1017/S0261444811000486,

Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L. (2009). Languaging : University students learn the grammatical concept of voice in French. Modern Language Journal, 93: 5-29.

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Swain, M., & Lapkin, S. (2005). The evolving socio-political context of immersion education in Canada: Some implications for program development. International Journal of Applied Linguistics, 15 (2): 169-186.

Swain, M., Brooks, L., and Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22: 171-185. Cambridge: Cambridge University Press.

Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research (Special issue on the role of interaction in instructed language learning) 37: 285-304.

Swain, M. & Lapkin, S. (2000) Task-based second language learning: The uses of the first language. Language Teaching Research 4: 253-276.

Swain, M. (2000). French immersion research in Canada: Recent contributions to SLA and applied linguistics. Annual Review of Applied Linguistics, 20: 199-212. Cambridge: Cambridge University Press.

Swain, M. (1996). Integrating language and content in immersion classrooms: Research perspectives. Canadian Modern Language Review, 53: 529-548.

Swain, M. (1988). Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 6: 68-83.

Swain, M. (1981) Time and timing in bilingual education. Language Learning 31: 1-15.

Publicado
2020-07-02
Edição
v. 20 (2020)
Seção
Entrevistas

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