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>>Now think about output
processing in particular.

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This is something which is well-known.

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I mean the need to express meaning
will push learners to test hypotheses,

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examine those hypotheses,
change them eventually.

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And essentially what you do is forcing
syntactic processing and this is something

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that we know students typically do.

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For example, they use the
structure as a first language.

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They just use-- they learn a few
words and they just plug them

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into the structure they have
in the first language.

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That's normal.

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That's very typical.

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And it's only when you force them to actually
face what they're actually producing,

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what structure they're using that they can
really-- they then realize what's going on.

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And that's one of the main ways in which
you can get to the conceptualization issue.

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And of course after the mismatch is
resolved, that's when restructuring

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of that second language can occur,
that's when acquisition actually happens.