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Swain’sOutputHypothesisanditsEnlightenmentonEnglishteaching
作者：陈星焱
来源：《校园英语·下旬》2016年第06期
1. An Overview of Output Hypothesis
In 1980s， both Krashen’s Comprehensible Input Hypothesis and Long’s Interaction Hypothesis
hold that SLA depends on the availability of comprehensive input before the learner’s internal
processing mechanism can work （Ding， 2004）. However， the Canadian linguist， Merrill
Swain， criticizes Krashen and Long for their failure to recognize the importance of “comprehensible
output” and therefore puts forward Output Hypothesis in 1985.
Swain’s Output Hypothesis was based on her unexpected findings of the French immersion
programs in Toronto in 1980s. These programs aimed to help students meet the bilingual requirement
for civil service positions in Canada. By testing， Swain found that though these students’ scored
high in some skills of interaction， such as listening comprehension， language fluency， and
discourse functions， yet their grammatical accuracy was not that satisfactory. Moreover， these
students were reluctant to use their L2 in peer interactions. The students participating the programs
had got sufficient amount of L2 input but made little output.
Based on Merrill Swain’s output hypothesis， output plays a prominent role in L2 learning and it
mainly performs three important functions：
①Noticing function
While attempting to produce the target language， learners may “notice a gap between what they
want to say and what they can say， leading them to recognize what they do not know， or only
know partially”（Swain 1995：125）. In other words， the activity of producing the target language
may prompt second language learners to notice or recognize consciously some of their linguistic
problems： it may bring their attention to something they need to discover about their second
language
②Hypothesis-testing function
From the learner’s perspective， output may sometimes be a “trial run”， which provides
students with the opportunity to try out new language forms and structures as students make best use
of their languages to meet communicative needs. They make experiments with their language to see
what works and what does not work （Ding， 2004）.
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