Presentation by: Elena Kadi-Montague

1. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain Presentation by: Elena Kadi-Montague Dionisis Psoinos Marilena Choraitou Persia Dafnou Alexander Strbak Presentation slides by Elena Kadi-Montague

2. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain • Focus of her research:the relationships between input and output at the level of language proficiency Sample of the research: Native and immerse speakers of English learning French as a second language( infrequent use of French-only by the teacher and by non-native peers). Swain’s hypothesis: Although comprehensible input (Krashen,1981 b 1982) may be essential to the acquisition of a second language, it is not enough to ensure that the outcome will be native like performance. She introduced the term of “comprehensible output”

3. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain Overall aim to explore the influences of : 1.Social 2.Educational  Variables on the processes and outcomes of SLA 3.Individual Linguistic traits under research(as Canale and Swain proposed,1980) 1.Grammatical 2.Discourse 3.Sociolinguistic

4. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain • Grammatical competence

5. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain • Grammatical competence • The results? • The immerse students had not acquired native like abilities (the native students scored higher than them).

6. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain • Discourse competence

7. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain • Discourse competence • The results? • The immerse students scored higher on punctuation (in the written production). • The native speakers rated higher than immerse students on time orientation (oral production).

8. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain • Discourse competence • The results? • Differences between the immerse and native speakers depend on the trait being measured

9. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain • Sociolinguistic competence ( as the ability to produce socially appropriate language within a context given)

10. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain • Sociolinguistic competence • The results? • The native speakers performed better on the sociolinguistic tasks (the immerse students were weak in verb morphology and in the use of conditionals -they received input in that way by their teachers and peers in class).

11. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain • Consequently: • Krashen’ s hypothesis of comprehensible input into question. • Maybe it forwards only to grammatical acquisition • Swain included in her research two other parameters: • 1.The discourse • 2.The sociolinguistic competence

12. Communicative competence: Some roles of comprehensible input and comprehensible output in its development-Merrill Swain • According to Swain: • 1.The first step to grammatical acquisition is meaning. • 2.Because the message is understood the learner pays attention to the form. • 3.So,the comprehensible input is important because is understood and not because of its focus on the meaning. • 4.The delivery of what was understood-the comprehensible output –it is just as important with the +1.  Comprehensible output hypothesis