This paper explores the role of input and output in second language acquisition (SLA) by employing Lev S. Vygotsky's (1896-1934) sociocultural theory. Krashen's input hypothesis (1982, 1985) and Swain's ou...This paper explores the role of input and output in second language acquisition (SLA) by employing Lev S. Vygotsky's (1896-1934) sociocultural theory. Krashen's input hypothesis (1982, 1985) and Swain's output hypothesis (1985, 1993) hold different and somewhat contradictory viewpoints on the roles of input and output in SLA. The difference might be solved by applying Vygotsky's sociocultural theory, which claims human higher mental functioning is constructed in a social, cultural, historical, and institutional context. This context is a web woven by social interactions, a dialectic unity of input and output. Therefore, according to Vygotsky's approach to the understanding of learning, the interactions between input and output give rise to second language development.展开更多
文摘This paper explores the role of input and output in second language acquisition (SLA) by employing Lev S. Vygotsky's (1896-1934) sociocultural theory. Krashen's input hypothesis (1982, 1985) and Swain's output hypothesis (1985, 1993) hold different and somewhat contradictory viewpoints on the roles of input and output in SLA. The difference might be solved by applying Vygotsky's sociocultural theory, which claims human higher mental functioning is constructed in a social, cultural, historical, and institutional context. This context is a web woven by social interactions, a dialectic unity of input and output. Therefore, according to Vygotsky's approach to the understanding of learning, the interactions between input and output give rise to second language development.
