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APPLIED LINGUISTICS for BA Students in English LANGUAGE SKILLS A language teaching model Output Communication output

المؤلف:  BÖLCSÉSZ KONZORCIUM

المصدر:  APPLIED LINGUISTICS for BA Students in English

الجزء والصفحة:  P49-C1

2026-10-09

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APPLIED LINGUISTICS for BA Students in English

LANGUAGE SKILLS

A language teaching model

Output

Communication output

This term refers to activities in which the students’ main purpose is to complete some kind of communication task. It is an instrument of communication rather than an end in itself. Instead of concentration on accuracy at this stage the focus will be on the success of communication. Students’ mistakes and errors must be corrected only gently or delayed to prevent students from getting inhibited.

Output and input mutually affect each other. According to Harmer (2003) when a student produces a piece of language and sees how it turns out, that information is fed back into the acquisition process. Output becomes input. The input can take various forms. It can come from the teacher, from the students themselves and from other students. Teachers can provide feedback not just when a student finishes a piece of work but also during the presentation as teachers can offer ongoing support as prompters or as a resource as well.

Brown (1994) argues that the process of language acquisition is similar to a tree grown in your garden. The rain clouds of input stimulate seeds of predisposition (genetically transmitted processes). But the potency of that input is dependent on the appropriate styles and strategies that a person puts into action (represented as soil). Upon the germination of language abilities (not all the seeds of predisposition are effectively activated), networks of competence (like underground roots, cannot be observed from above the ground) grow stronger as the organism actively engages in comprehension and production of language. The resulting root system (inferred competence) is what we commonly call intake. Notice that several factors distinguish input from intake. Through the use of further strategies the affective abilities, coupled with the feedback we receive from others (note the tree trunk), we ultimately develop full flowering communicative abilities. The fruit of our performance (output) is of course conditioned by the climate of innumerable contextual variables. At any point the horticulturist (teacher) can irrigate to create better input. This is not the kind of extended metaphor that one can prove through empirical research. (Brown 1994: 295)