Theoretical Underpinnings of Collaborative Output Tasks

Theoretical Underpinnings of Collaborative Output Tasks

  The main aim of this paper is to explore the theoretical basis of collaborative output tasks. Collaborative output tasks are framed from the output hypothesis, and the output hypothesis has been posited based upon two divergent second language (L2) learning approaches, a cognitive approach and a sociocultural approach. Therefore, it is of necessity to examine the extent to which the output hypothesis characterizes both of the L2 learning approaches to theoretically underpin collaborative output tasks. To this end, this paper consists of five main sections. The focus of the first part is on the claims of the output hypothesis in language teaching and in second language acquisition (SLA) theory. In the second part, the focus moves to clarifying exactly what a collaborative output task refers to by examining how a collaborative output task is conceptualized based upon the output hypothesis. The third section reviews a collaborative output task from a cognitive perspective, and it includes a review of ‘information processing’ and ‘interaction hypothesis’. The focus of the fourth part moves to examining the sociocultural theory. This section includes a discussion of key concepts in the theory: ‘mediation’, ‘the zone of proximal development (ZPD)’, and ‘collaboration and scaffolding’. Pedagogical recommendations of collaborative output tasks are made, and examples of such tasks that may help to realize this goal in classroom contexts are provided.