Great video. I think that input is responsible for the vast majority of learning, but output refines your knowledge. The international school children you mentioned were functionally fluent from input alone, but needed to perfect the knowledge they had through output.
@@shiroojima1810 I've heard people say that research shows that error correction doesn't lead to language acquisition. Makes sense to me in that, you might now know the rule of pronunciation, but it may not be acquired yet, in that it won't be spontaneous during output. I wonder what would happen if she pointed out simply the fact that you made an error in pronunciation, but didn't tell you what specifically it was. Possibly leading you to have to NOTICE & figure it out yourself. Would that lead to better results & acquisition?
@@6Uncles That’s a possibility, but what counts as acquisition greatly differs among researchers. Acquisition in its purest sense typically occurs in children learning their L1. I don’t hear L1 researchers talking about the role of noticing in L1 acquisition, which seems to proceed even if children don’t pay a lot of attention to linguistic features. But of course, there is a bunch of L2 researchers who believe that noticing helps L2 acquisition. The issue cannot be easily solved, I guess. One thing we can try in this particular context is that we put your idea to test. If you teach an L2, you can test your idea in your class and see how your students will react. Anyway, thanks a lot for your insightful comment.
I am like this video.
I am like your comment. I think it's only us who can understand this conversation.
What a wonderful presentation! You answered all my questions. Thank you!
Glad to hear the video helped
Very useful Mr. Shiro, thank you/arigatou.
you are wonderful how skillfull you are to explain so clearly
Thank you for your explanation! Well elaborated and clear explanation
Thank you so much! Everything is clearly explained. Ppt is also great!
I'm soooo grateful for your talks ❤️
Very clear and concise, thanks a lot!
Cela m'a plu bien, merci. Très facile à comprendre
Je suis heureux d'entendre cela
excellent, MASHALLAH
Great video. I think that input is responsible for the vast majority of learning, but output refines your knowledge. The international school children you mentioned were functionally fluent from input alone, but needed to perfect the knowledge they had through output.
You explained the point better than me!
Great video but it's hypothEsis not hypothsis (pronunciation)
Thank you for the comment! I could get to know my weakness thanks to OUTPUT!
Shiro Ojima Your explanation was very clear and the examples you gave were helpful. Thanks again.
Glad to hear the video helped
@@shiroojima1810
I've heard people say that research shows that error correction doesn't lead to language acquisition. Makes sense to me in that, you might now know the rule of pronunciation, but it may not be acquired yet, in that it won't be spontaneous during output.
I wonder what would happen if she pointed out simply the fact that you made an error in pronunciation, but didn't tell you what specifically it was. Possibly leading you to have to NOTICE & figure it out yourself.
Would that lead to better results & acquisition?
@@6Uncles That’s a possibility, but what counts as acquisition greatly differs among researchers. Acquisition in its purest sense typically occurs in children learning their L1. I don’t hear L1 researchers talking about the role of noticing in L1 acquisition, which seems to proceed even if children don’t pay a lot of attention to linguistic features. But of course, there is a bunch of L2 researchers who believe that noticing helps L2 acquisition. The issue cannot be easily solved, I guess. One thing we can try in this particular context is that we put your idea to test. If you teach an L2, you can test your idea in your class and see how your students will react. Anyway, thanks a lot for your insightful comment.