Sla Task

SLA TUTORIAL TASK Q2-Q4
Group Members:
- Husna Wardiyah
- Lau Yi Lun
- Nur Insyirah Hannani
- Siti Wasilah
TASK 2
Q. Krashen’s hypotheses on language acquisition can be used to better

understand the challenges that might arise in T & L. Justify the statement above
in view of its implications on ESL classroom practices. Support your answer with
relevant examples.
Krashen’s hypothesis on language acquisition pinpoints the significance of two

components which are acquisition and learning. Acquisition happens when the learners
acquire language subconsciously. Acquisition requires meaningful interaction and it
focuses more on meaning rather than form. Learners normally acquire language
through mediums like games, movies and radios. For learning, it is meant to be a
conscious process like what the learners experience in the school. New knowledge or
language forms are represented consciously in the learner’s mind. The learners focus
more on grammar rules. Learners learn the language consciously through teachers
when they correct their errors in the language.
Teachers can understand the arising challenges that might occur during the teaching
and learning process through Krashen's hypotheses on language acquisition. Through
this theory of language acquisition, teachers can adapt and adopt different kinds of
teaching strategies in the ESL lesson. Teacher can first introduce the grammar rules to
the students in the class. If they are confused, teachers can start to use games to make
the lesson more interesting and understandable for them. In this way, the students can
understand better. Teachers can also give students more chances to acquire the
language by role-playing in the class. Teacher needs not to focus too much on grammar
rules during the teaching of speaking skills in the class. Teachers should only correct
the students if there are mispronunciations or when there are wrong facts uttered by
the students. In this way, teachers can help the students to improve their English
language and boost their confidence to speak English.
Through Krashen theory of language acquisition, ESL teachers can learn that using
acquisition can be really helpful when it comes to speaking practices. For learning, it will
come in handy when it is the time for reading and writing exercises. In this way, teacher
can know how to teach the students effectively.
TASK 3
Q. Theories are vital for teachers because they provide insights into why
language learners respond to instructions in certain ways.
i. Design an activity incorporating the principles of the Affective Filter Hypothesis

and provide the step-by-step procedure of the activity.
Activity: “Storytelling Circle”
Materials needed:
1. Story prompt cards (written on small pieces of paper)

2. A comfortable seating arrangement in a circle
Procedures of the activity:
1. Teacher arranges the students in a circle and makes them feel comfortable with
their seating arrangement.
2. Teacher explains the purpose of this activity and emphasizes that mistakes are
natural and encouraged as part of the learning process.
3. Teacher does a warming up session with the students where each of them
shares one hobby they enjoy the most.
4. After the warming up session, teacher passes around the story prompt cards and
asks each student to choose one without revealing its contents to the others.
5. Teacher explains to the students that they will be using the prompt on the card to
create a short story in a simple English language.
6. The activity begins with each student taking turns to share their story based on
the selected prompt on their card.
7. Teacher emphasizes active learning by having other learners provide positive
feedback and encouragement after each story.
8. After all students have shared their stories, teacher asks them how they felt
during the session.
9. Teacher gives encouragement and motivations for the students to keep on
speaking English in their daily life interaction.
ii. Design an activity incorporating the principles of Swain’s Output Hypothesis

and provide step-by-step procedure.
Activity: “Peer Teaching and Error Correction”
Materials needed:
1. Whiteboard / flipchart paper.
2. Markers.
3. Language learning materials (e.g.: textbook, worksheets etc).
Procedures of the activity:

1. Teacher begins by explaining the concept and procedure of the activity briefly
and emphasizes that students will improve their language skills through
generating language output, specifically by attempting to produce language
rather than just receiving input.
2. Teacher divides the class into pairs / small groups and provides each group with
language learning materials (e.g.: a short dialogue, a paragraph from a textbook
etc).
3. Teacher instructs each group to study the material and identify potential errors /
areas where improvement is needed and each group selects one member to be
the "teacher" and the other(s) to be the "students."
4. Teacher presents the materials to the students, explaining its content and
meaning, and encourages the students to ask questions and seek clarification
during this process.
5. After the teaching phase, the teacher instructs the students to reenact /
paraphrase the material they learned from their peer teacher and encourages the
students to focus on producing language output rather than worrying about
making mistakes.
6. Teacher monitors and provides assistance as needed, but prioritizes allowing
students to generate their own language.
7. After the output practice, the teacher reconvenes the class as a whole and asks
each group to share one aspect of the material they found challenging or where
errors were made.
8. Teacher facilitates a discussion on the errors identified, guiding students to
correct them collaboratively and emphasizes the importance of feedback and
error correction in language learning, aligning with Swain's Output Hypothesis.
9. Teacher concludes the activity by asking students to reflect on their learning
experience and encourages them to consider how generating language output
helps them understand and retain the materials better.
10. Teacher emphasizes the importance of actively using language in the learning
process.
Conclusion: This activity incorporates the principles of Swain's Output Hypothesis by

emphasizing the importance of generating language output, providing opportunities for
peer teaching and collaborative error correction. By actively engaging in language
production and receiving feedback, students can deepen their understanding and
improve their language skills effectively.
TASK 4
Q. Read up on Merril Swain’s Output Hypothesis by referring to the PowerPoint

notes given. Present the key points of Swain’s Output Hypothesis in an
infographic. State the implications of focussing on Comprehensible Output as
suggested by Swain in T&L.
Merril Swain Output Hypothesis emphasizes the role of language production in

language learning. It focuses on 4 key components.
Overall, the Output Hypothesis suggests that language learners benefit from
opportunities to actively produce language, engage in language negotiation, receive
feedback on their output, and push themselves to produce language that is slightly
beyond their current proficiency level.
Implications of focusing on Comprehensible Output as suggested by Swain in
Teaching and Learning:
1. Designing Activities for Comprehensible Output: Educators need to create tasks

and activities that prompt learners to produce language just beyond their current
proficiency level. For example, providing prompts or scenarios that require learners to
use recently acquired vocabulary or grammatical structures in context can stimulate
comprehensible output. This challenges learners to stretch their linguistic abilities while
still maintaining understanding, facilitating language acquisition.
2. Encouraging Language Production: Teachers should encourage learners to

actively engage in language production rather than passively receiving input. By
encouraging speaking or writing tasks that require learners to generate language,
educators provide opportunities for learners to grapple with linguistic forms and
structures, leading to a deeper understanding of the language. This active involvement
in language production is essential for language acquisition according to Swain's Output
Hypothesis.
3. Providing Feedback Mechanisms: Feedback plays a crucial role in language

learning. Educators should scaffold feedback mechanisms to support learners in
refining their language skills. This includes providing opportunities for self-correction,
offering constructive feedback during teacher-student interactions, and facilitating peer
feedback through collaborative activities. Feedback helps learners identify areas for
improvement and reinforces correct language usage, promoting language development.
4. Encouraging Pushed Output: Learners should be encouraged to push themselves

to produce language that challenges them beyond their comfort zone. This pushed
output helps learners identify gaps in their language knowledge and motivates them to
seek out the linguistic forms and structures needed to express themselves accurately.
By engaging in language production that is slightly beyond their current proficiency
level, learners actively participate in their language acquisition process and enhance
their language skills.

Sla Task

Uploaded by

Copyright:

Available Formats

Sla Task

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sla Task

Uploaded by

Copyright:

Available Formats

SLA TUTORIAL TASK Q2-Q4

Q. Krashen’s hypotheses on language acquisition can be used to better

Krashen’s hypothesis on language acquisition pinpoints the significance of two

i. Design an activity incorporating the principles of the Affective Filter Hypothesis

Activity: “Storytelling Circle”

1. Story prompt cards (written on small pieces of paper)

Procedures of the activity:

ii. Design an activity incorporating the principles of Swain’s Output Hypothesis

Activity: “Peer Teaching and Error Correction”

Procedures of the activity:

Conclusion: This activity incorporates the principles of Swain's Output Hypothesis by

Q. Read up on Merril Swain’s Output Hypothesis by referring to the PowerPoint

Merril Swain Output Hypothesis emphasizes the role of language production in

1. Designing Activities for Comprehensible Output: Educators need to create tasks

2. Encouraging Language Production: Teachers should encourage learners to

3. Providing Feedback Mechanisms: Feedback plays a crucial role in language

4. Encouraging Pushed Output: Learners should be encouraged to push themselves

You might also like