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- Vol 2 RE: Chapter 10
comprehensible outputsecond-language grammatical competenceoutput hypothesismetalinguistic reflectionnegotiation of meaningform-focused interactionBook chapter Evidence summaryAt a glance
Swain argues that comprehensible input is necessary but may not be sufficient for developing full second-language grammatical competence. Evidence from Canadian immersion programs showed learners who understood substantial French yet continued to produce forms that differed from target usage.
Key ideas
Producing language can contribute in ways reception cannot. Output may push learners from meaning-based processing toward more precise syntax and morphology; make gaps between intended and available expression noticeable; allow learners to test hypotheses about form; and prompt metalinguistic reflection during dialogue. “Comprehensible output” does not mean that speaking alone guarantees acquisition or that output should replace rich input. Its value arises when communicative demands, feedback, and opportunities to modify expression require attention to linguistic form.
Why it matters
The chapter therefore adds productive language use to accounts of communicative competence and supports classroom designs that combine meaningful input with purposeful speaking, writing, negotiation, feedback, and reflection.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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