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One theory of language acquisition is the comprehensible output hypothesis. Developed by Merrill Swain , the comprehensible output ( CO ) hypothesis states that learning takes place when learners encounter a gap in their linguistic knowledge of the second language (L2).
The Teachability Hypothesis is based on previous psycholinguistic research in second language acquisition done by Meisel, Clahsen, and Pienemann (1981) and is reflective in Pienemann's Processibility theory. [2] The hypothesis reports that some aspects of language are sequenced in a way that follows the developmental levels of language in which ...
A hypothesis (plural hypotheses) is a proposed explanation for a phenomenon. For a hypothesis to be a scientific hypothesis, the scientific method requires that one can test it. For a hypothesis to be a scientific hypothesis, the scientific method requires that one can test it.
The noticing hypothesis is a theory within second-language acquisition that a learner cannot continue advancing their language abilities or grasp linguistic features unless they consciously notice the input. The theory was proposed by Richard Schmidt in 1990. [1]
This revision is based on the lack of direct evidence supporting the original hypothesis, but that indirect evidence is nonetheless adequate to maintain some level of the theory. Additionally, this revision would allow the theory to be tested empirically, since it more clearly defines the relationship between acquisition, comprehension, and input.
In contrast to earlier association-type theories, the Hypothesis Theory argues that subjects solve this problem (i.e., learn the correct response to each stimulus), by testing a series of hypotheses about the relation of the cue values (stimulus features) to the class. For example, a candidate hypothesis for stimuli that vary along the three ...
In short, a hypothesis is testable if there is a possibility of deciding whether it is true or false based on experimentation by anyone. This allows anyone to decide whether a theory can be supported or refuted by data. However, the interpretation of experimental data may be also inconclusive or uncertain.
The Bottleneck Hypothesis [23] suggests that certain linguistic features in second-language acquisition (SLA) act as a bottleneck, limiting the progression of learners in acquiring the full grammatical system of the target language. According to this hypothesis, functional morphology is the most challenging aspect for adult L2 learners to acquire.