Towards Enhanced Output: An Approach To Remedial Teaching

Based on a Vygotskyan sociocultural perspective, the paper is aimed at socializing an approach to small groups or individual learning situations when, after having been enrolled in several English language courses, the learners may have considerable knowledge about the language, yet cannot use it in communication. The approach makes use of contemporary concepts in language learning such as noticing (Schmidt, 1990, 1993, 2001, 2010; Hulstijn & Schmidt 1994; Andrews, 2007), enhanced input (Sharwood Smith, 1993), intake, interlanguage (Selinker, 1972), and posits that of enhanced output as a conceptual category in the field. Enhanced input focused on meaning noticing leads to increased intake and gradual interlanguage development. Once certain preconditions are attained and enough opportunities for communication realization given, the result is likely to be enhanced output. Enhanced output is defined as accurate and fluent learner language used in foreign language communication. Learning how to learn and decreasing dependence on the mother tongue to produce the L2 are just two among those prerequisites while managing time effectively results in a different kind of lesson where the teacherstudent relationship is mostly devoted to communication in the L2. Two categories from the personality sphere in second language learning: self-regulation (Zimmerman, 1990, 2013) and self-confidence are considered to be central to the conception because both play a crucial role in fostering learning development. Finally, the paper describes the cases of three students that seem to validate the enhanced output proposal. © 2017 Published by Future Academy www.FutureAcademy.org.UK