Advertisement

Effects of Output Tasks on Students’ Perceptions Concerning Grammar Learning

  • Jing QinEmail author
  • Guoyong Liu
Part of the Advances in Intelligent and Soft Computing book series (AINSC, volume 133)

Abstract

An experiment was conducted in this article to apply the Output Hypothesis in college English grammar classes, the aim of which was to test its effects on students’ perceptions concerning grammar learning. The statistical analysis on the results of the questionnaire showed that students’ preferred doing output tasks which were related with grammar learning. And students became more confident and interested in learning English grammar.

Keywords

Output hypothesis Students’ perceptions concerning grammar learning 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Bo, B.: Bobing English Grammar, pp. 292–355. Kai Ming Press (1998)Google Scholar
  2. 2.
    Zhang, D.Z.: Zhang Daozhen English Grammar, pp. 198–250. Commercial Press (2004)Google Scholar
  3. 3.
    Krashen, S.: Principles and Practice in Second Language Acquisition. Pergamon, Oxford (1982)Google Scholar
  4. 4.
    Krashen, S.: The Input Hypothesis: Issues and Implications. Longman, Harlow (1985)Google Scholar
  5. 5.
    Lester, L., Robert, B.-V.: Grammar and Task-based methodology. In: Crookes, G., Gass, S.M. (eds.) Tasks and language learning intergrating theory and practice, pp. 123–163. Multilingual Matters Ltd. (1993)Google Scholar
  6. 6.
    Swain, M.: Communicative Competence:Some Roles of comprehensible Input and Comprehensible Output in Its development. In: Gass, S., Madden, C. (eds.) Input in Second Language Acquisition. Newbury House, Rowley (1985)Google Scholar
  7. 7.
    Swain, M., Lapkin, S.: Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics 16(3), 371–391 (1995a)CrossRefGoogle Scholar
  8. 8.
    Swain, M.: Three functions of output in second language learning. In: Cook., G., Seidhofer, B. (eds.) Principles and Practice in Applied Linguistics. Oxford University Press (1995b)Google Scholar
  9. 9.
    Swain, M., Lapkin, S.: Peer Interaction and Second Language Learning: Focus on Meaning Versus Focus on Form in Meaningful Contexts. Le Journal de f’ Immersion (1996)Google Scholar
  10. 10.
    Swain, M.: The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In: Lantolf, J.P. (ed.) Sociocultural Theory and Second Language Learning, pp. 97–114. Oxford University Press, Oxford (2000)Google Scholar
  11. 11.
    Swain, M.: Integrating language and content teaching through collaborative tasks. Canadian Modern Language Review 58, 44–63 (2001)CrossRefGoogle Scholar
  12. 12.
    Swain, M., Lapkin, S.: Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal 82, 320–337 (1998)CrossRefGoogle Scholar
  13. 13.
    Swain, M., Lapkin, S.: Focus on form through collaborative dialogue: Exploring task effects. In: Bygate, M., Skehan, P., Swain, M. (eds.) Researching pedagogic tasks: Second language learning, teaching and testing, pp. 99–118. Pearson Education, UK (2001)Google Scholar
  14. 14.
    Swain, M., Yang, L.: Output Hypothesis:Its History and Its Future. Foreign Language Teaching and Research (bimonthly) 1, 45–50 (2008)Google Scholar
  15. 15.
    Zhang, Z.B.: A New English Grammar Course Book, pp. 335–402. Shanghai Foreign Language Education Press (2001)Google Scholar

Copyright information

© Springer-Verlag GmbH Berlin Heidelberg 2012

Authors and Affiliations

  1. 1.Foreign Language DepartmentXinxiang Medical UniversityXinxiangChina
  2. 2.Trade Union Henan Institute of Science and TechnologyXinxiangChina

Personalised recommendations