The Effect of Swain's Push Out Hypothesis on Promoting Jordanian Language Learners' Reading Performance

Abeer Al-Ghazo, Issam Taamneh

Abstract


The present study investigates the effect of push out hypothesis in language acquisition that is based on Swain’s push out hypothesis (1985) on promoting Jordanian language learners' reading performance. The sample of the study consists of two classes of English reading comprehension  Course , Level one with 60 EFL students, 30 in the control group and 30 in the experimental group. Those students were belonging to the Department of English Language and Literature. The researchers choose the reading texts from reading comprehension course which was published by Macmillan Education LTD, intermediate level (2001). The researchers construct a multiple-choice reading comprehension test to assess the students reading comprehension. The participants in the two groups took a vocabulary test and an achievement reading comprehension test as a pre-test  in order to be sure that the participants formed a homogenous sample. The experimental group underwent a treatment based on Swains’ push out task, while the control group did not receive any treatment. Then, Proper statistical analyses were used to analyze the results. The scores of control and experimental group were compared at the end of the treatment period. The results reveal that the scores of the experimental group on the post-test were significantly higher than those of the control group. These results prove that teaching on the basis of the Swains’ push out hypothesis was successful to develop the students’ reading comprehension as well as their performance.


Keywords


push out hypothesis, reading comprehension, reading skill

Full Text:

PDF

References


Abadikhah,S and Zarrabi ,F. ( 2011) .The Effect of Output Tasks on the Acquisition of English Verbal Morphemes. Theory and Practice in Language Studies, 1(11), 1549-1560.

Al Regeb ,K.(2009) .The effect of semantic mapping and group discussion on Jordanian secondary stage students' reading comprehension and verbal communication in English. Unpublished Phd. Dissertation . Amman Arab University. Amman. Jordan.

Al-Kawaldeh, A. (2011). EFL reading comprehension interest among Jordanian high school students and their relationship with gender , achievement level and academic stream. European Journal of Social Sciences. (3):454-465.

Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.

Basterrechea et al (2014). Pushed Output and Noticing in a Dictogloss: Task Implementation in the CLIL Classroom. Retrieved March 13,2017 fromhttp://www.ugr.es/~portalin/articulos/PL_numero22/1%20%20Maria%20Basterrech

Gass, S. M. (1997). Input, Interaction, and the Second Language Learner. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Hu Hsueh-chao, M. & Nation, I.S.P. (2000). Unknown Vocabulary Density and Reading Comprehension. Reading in a foreign language,13(1),403-30.

Izumi, S.(2002).Output, input enhancement, and the noticing hypothesis. Retrieved March 15,2017 from https://www.researchgate.net/publication/231781443_Output_input_enhancement_and_the_noticing_hypothesis

Izumi, S., & Bigelow, M. (2000). Does Output Promote Noticing and Second Language Acquisition? Tesol Quarterly, 34(2), 239-278. http://dx.doi.org/10.2307/3587952.

Izumi, S., Bigelow, M., Fujiwara, M., & Fearnow, S. (1999). Testing the output hypothesis. Studies in Second Language Acquisition, 21(3), 421-452.

Krashen, S. D. (1980). The input hypothesis: Issues and implications. In J.Alatis (Ed.),Current issues in bilingual education (pp. 144-158). Washington, D.C.: Georgetown University Press.

Kowail, J., & Swain, M. (1994). Using collaborative language production tasks to promote students’ language awareness. Language Awareness, 3(2), 73-93.

Laufer, B. (1992b). Reading in a foreign language: How does lexical knowledge interact with the reader’s general academic ability? Journal of Research in Reading, 15(2), 95-103.

Laufer B. and Sim, D.D. (1985). Measuring and explaining the reading threshold needed for English for academic purposes texts. Foreign Annals, 18(5), 405-411.

Leeser, M. J. (2008). Pushed output, noticing, and development of past tense morphology in content-based instruction. Canadian Modern Language Review, 65, 2: 195-220

Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413- 468). New York: Academic Press.

Mahmoudabadi .et al (2015) . The effect of sequence of output tasks on noticing vocabulary items and developing vocabulary knowledge of Iranian EFL learners. International Journal of Asian Social Science, 5(1), 18-30.

Nagy, W., & Herman, P. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. McKeown & M. Curtis (Eds.), the nature of vocabulary acquisition (pp. 19-35). Hillsdale, NJ: Erlbaum.

Nagy, W., Herman, P., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253.

National Reading Panel (2000). Teaching children to read: An Evidence-Based Assessment

of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, DC: National Institute of Child Health and Development.Report of the National Reading Panel. Washington, DC:National Institute of Child Health and Human Development.

Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493-527.

Rahimian, Mehdi. (2013). Negotiation of Meaning and Modified Output Elicitation across Two Tasks. English Language Teaching, 6 (12), 114-128.

Shekary, M. (2004). Negotiation of meaning and noticing in cyberspace: The role of text-based on-line chat in the development of SLA. (Unpublished MA thesis). University of Isfahan, Isfahan, Iran.

Swain, M. (1985). Communicative competence: some roles for comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.) Input and Second Language Acquisition. Rowley, MA: Newbury House.

Swain, M. (2000). The Output Hypothesis and beyond. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.

Wilkins, D.A. (1972).Linguistics in Language Teaching. Australia: Edward Arnold

Zhang,S. (2009). The Role of Input, Interaction and Output in the Development. English language Teaching .2(4), 91-100.




DOI: https://doi.org/10.7575/aiac.ijalel.v.7n.1p.73

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD. 

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.