True. Nation is well known, quoted often. His specialty is vocabulary acquisition. Learner output (speaking, writing) is a part of nearly any language instruction. There is a debate about what role output (speaking, writing) has in acquiring language. It it a tool to increase and improve input, or is it a means of developing language in your head? There is research about the the role of writing output. I was commenting on Greek composition.Sam Parkinson wrote: ↑January 24th, 2019, 11:57 amIs that true? Paul Nation (quoted earlier in this thread), in talking about his four strands of language acquisition/learning, has output as one of those strands, and many of the writing activities that he mentions are at least very close to Greek composition.
The use of writing in language learning is different from what we normally think of with Greek composition (e.g. Sidgwick, North & Hillard books on composition). The one asks a learner to use what they have internalized and communicate via writing. The other (it seems to me) is a method of improving a learner's understanding of grammatical rules.
Learning through explicit instruction, such as studying grammatical rules, can help with language acquisition. Learning those rules better through composition can help acquisition. Explicit instruction is more useful when it serves as a consolidation of implicit understanding. For many learners, beginning with explicit instruction can delay implicit understanding.