ESL: A Refute of the Comprehensible Output Hypothesis

Years ago, while driving on the interstate with my son, I noticed that his chatter, and/or the droning of the radio didn't bother me at all, that is, until we neared the exit or an area in which I needed to carefully read the signs so I knew when to turn off, or if the traffic all of a sudden picked up, or both. It was at this time that I was likely to say "shh" to my son, and turn off the radio so that I could focus.

The Comprehensible Output Hypothesis seems related to this concept. Basically, this theory, originating with Merrill Swain in 1985 states that we acquire language when we attempt to transmit a message but fail and have to try again; that the best way to become more adept at a language is by speaking it. The output was discovered, however, to be surprisingly rare, even in contrived situations, and there has since been no evidence found that any of these speaking (or even writing) episodes led to improvement. It is my belief that this theory is asking already struggling students to do too many things at the same time - listen, comprehend, and respond, and since this is taking place during a conversation with a native speaker, all of this needs to be done at break-neck speed.

In fact, an article I recently read by Stephen Krashen indicates numerous studies that confirm extremely high levels of language and literacy competence without any language production at all, but through input (listening and reading) alone. This makes complete sense to me. Frequently, in my English classes, even native speakers struggle to comprehend what they are reading out loud in class because the act of pronouncing and voicing the words alone require all of their focus. It is often necessary for these students to go back and reread the material silently in order to understand what they have just read. This students sitting silently, listening to the reader are much more able to comprehend the meaning of the words.

Another possible reason that the Comprehensible Output Hypothesis is limited in its success may be the "discomfort" factor. Students who are "pushed" to speak a language, using structures of that language in which the students have not yet acquired, are usually uncomfortable, and this anxiety, itself may interfere with learning. Frequently, students find that understanding even simple information is considerably easier once the stress has been eliminated and they are able to "breathe" again.

This article also discredits the "need" hypothesis which believes that we acquire language only as we need to communicate, in order to make ourselves understood. This hypothesis seems to assume that the ability is there, just not utilized until the lack of application on the part of the language learner causes enough stress that the student "must" learn. I enjoyed the analogy used in this article to discredit this believe. "Their method is to take someone who speaks no German at all, fly them up in a helicopter, and threaten to push them out if they don't start speaking German, immediately. If the need hypothesis were correct, this would work." (Krashen). How often do well-meaning teachers and parents tell students to "just try harder"?

I can easily see how a student, simply by slowing down, and doing nothing but listening, can take in more information. How often as a teacher do I tell my students to stop taking notes, put their pencils down, put their hands down, and just listen to the next thing that I have to say. Frequently, interference in absorbing material is due to nothing more than trying to do too many things at once.

Krashen, Stephen. "Comprehensible Output." System 26: 175-182, 1998.(9/21/2007). http://www.sdkrashen.com/articles/comprehensible_output/all.html.>