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Merrill Swain Vs Michael Long
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Merrill Swain Vs Michael Long
By Silvia Sarahi Garcia Gonzalez
Michael Long
Similarities
Interaction Hypothesis
He received an LL.B. (Bachelor of Laws) degree from the University of Birmingham and a Post Graduate Certificate from the Department of English as a Foreign Language in Education from University College London. He then received a M.A. in Applied Linguistics from the University of Essex and a Ph.D. from the University of California, Los Angeles, also in Applied Linguistics. His first academic position was at the University of Pennsylvania. He remained there for three years before leaving for the University of Hawaii at Manoa, and he later accepted a position at the University of Maryland, College Park in 2003, where he has remained since.
They both focus on communication as the main point of their theories, while one focuses of what the output is the other in interactions with others
Merrill Swain
interaction hypothesis on second language acquisition puts an emphasis in communication and providing a second language learner with forced interactions that lead them to access the language
Michael Long is Professor of Second Language Acquisition at the University of Maryland, College Park.
Swain was the president of the American Association for Applied Linguistics in 1998. She received her PhD at the University of California
Differences
Merrill Swain is a professor emerita of second-language education at the Ontario Institute for Studies in Education, University of Toronto
interaction focuses on both input and output, but output theory suggest a stronger focus on the output
The End
Refrences
Swain, M., & Lapkin, S. (1995). Problems in output
and the cognitive processes they generate: A step towards second language learning. Applied linguistics, 16(3), 371-391.
Yano, Y., Long, M. H., & Ross, S. (1994). The effects of simplified and elaborated texts on foreign language reading comprehension. Language Learning, 44(2), 189-219.
Output hypothesis
Theorists
in Problems in Output and the Cognitive Processes They Generate: A Step towards Second Language Learning she discusses the fact that through and increase in output or written and spoken words the student can begin noticing their errors and fixing them and developing their lexicon to higher levels.