Open AccessRevisiting Comprehensible Input, Output Hypothesis and the Use of the L1 in the L2 Classroom
Author(s) -
Mohammad Alobaid
Publication year - 2017
Publication title -
international journal of linguistics
Language(s) - English
Resource type - Journals
ISSN - 1948-5425
DOI - 10.5296/ijl.v9i6.12381
Subject(s) - facilitator , proposition , interlanguage , context (archaeology) , second language acquisition , process (computing) , computer science , psychology , key (lock) , reflection (computer programming) , language acquisition , empirical research , linguistics , mathematics education , social psychology , epistemology , paleontology , philosophy , computer security , biology , programming language , operating system
The present study investigates three approaches to teaching introduced into practice via the research domain of applied linguistics: Comprehensible Input Hypothesis, Comprehensible Output Hypothesis, and the use of L1 in the L2 classroom. The paper provides a literature review and relies on personal reflection, detailing the author’s experiences as both a second language learner and a teacher in a higher education setting. The evidence presented herein supports the key proposition of Comprehensible Input theory, which is that comprehensible input is essential for language acquisition. However, it also suggests that input used as a strategy in isolation is not practical for informing the process of language acquisition, and so must complemented by Comprehensible Output. Finally, the findings relating to L1 use, support Macaro’s (2005) recommendation regarding the use of the L1 as a facilitator to increase L2 input to optimal levels in the L2 classroom. The study recommends future empirical research; i.e. studies concentrating on the interlanguage of learners, and the application of Macaro’s (2005) strategies in context through different learning tasks and activities.