<研究ノート>Tasks : Their Contribution to "Pushed" Output

Abstract

The output hypothesis claims that second language acquisition/learning may occur through producing language. It proposes that learners are "pushed" to process language more deeply when they attempt to speak or write precisely, coherently, and appropriately in the target language (Swain, 1985, 1995). Although no consensus has been reached on what conditions bring about "pushed" output and what the nature of the resulting benefits is, recent studies into tasks suggest the conditions that facilitate "pushed" output and the impact of "pushed" output on learners' acquisition in terms of complexity, accuracy, and fluency (Crookes, 1989 ; Skehan, 1996). This paper discusses elements that determine task difficulty contributing to "pushed" output : the type of task and the components of the task from a cognitive perspective.