The Role of the Output in Language Learning

This study uses linguistic output to identify cognitive processes of language learning, i.e. the internalization of specific language components and metalinguistic or metacognitive learning mechanisms. Given that these processes are present in discourse production, they indicate a significant role of speech production in foreign language learning. Furthermore, they serve as predictors of learning processes and can be used to model learning behavior. The data to support this claim were obtained in analyses of ten native speakers of Spanish learning Brazilian Portuguese in Brazil. We found that linking rules of phonology, which are different in Portuguese and Spanish, can be indicators of their language cognitive levels. Linking patterns indicate not only that the system is being learned, but also the transitions from one language proficiency level to another, such as from ―advanced-low‖ to ―advanced-mid,‖ as well as when a Spanish speaker has probably reached a ―superior level‖ in Brazilian Portuguese. Our study also indicates that some speakers seem to learn faster than others, given similar context for learning. This investigation suggests that that the reason behind the language gain difference in some learners is related to their attitude towards learning and their metalinguistic awareness, i.e. interest in teaching, self-corrected errors and sentence repair. Key-words: Portuguese, Spanish Speakers, Second Language Acquisition, SLA, Learning, Model, Phonology, Phonetics, Language Gain, Cognitive Processes, Phonological Processes; Self-monitoring; Predictors of Learning or Acquisition, Metalinguistic Awareness, Metacognitive awareness.