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Simona Estela Ene
Ph.D. Candidate
Second Language Acquisition and Teaching GIDP
2006 TESOL
(Teachers of English to Speakers of Other Languages, Inc.)
Tampa, Florida
March 15 -18, 2006
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“Benefits of Rehearsed Output for ESL Learners”
ABSTRACT
While meaningful output is crucial in second language (L2) acquisition (Swain, 1993), Mennim (2003) has recently proposed that output is most beneficial to L2 learners when it is repeated or rehearsed. In other words, if a teacher gives learners feedback about their oral or written language and asks the learners to redo the task either exactly or with some modifications, going through this cycle of feedback and correction/re-production several times, the learners’ language is likely to improve faster. This is partly because the learners have to focus on the forms they need to improve closely and repeatedly. Through rehearsed output production, L2 students learn to perfect and internalize their L2 output by becoming increasingly confident with forms and structures.
This poster presentation will illustrate the benefits of rehearsed output for 20 advanced ESL Business majors enrolled in a US university business communication course. The poster will show the chronological progression of rehearsed output--from the course assignments, through multiple attempts interspersed with student self-assessments, peer feedback, and instructor comments and encouragement. The poster presentation will display the progression of selected student documents, transcriptions of videotaped student presentations, completed feedback forms, and data analyses in tables and graphs--proposing that learners not only perceive but also undergo great improvements as a result of rehearsing both written and spoken output.
The instructors of the course will be available to distribute assignment sheets and feedback forms, as well as to answer questions and engage in dialog with interested parties.
References
Mennim (2003). Rehearsed oral L2 output and reactive focus on form. ELT Journal 57(2), 130-138.
Swain, M. (1993). The output hypothesis: Just speaking and writing are not enough. The Canadian Modern Language Review, 50(1), 158-164.
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