语言输入与语言输出在二语习得中的作用
Ⅰ Literature Review 1.1 Input Hypothesis
Input Hypothesis, advanced by Krashen, a famous American applied linguist, in the late 1970s and the early 1980s, is an all-round theory concerning second language acquisition (SLA). Meanwhile, it is the most influential and controversial theory in second language acquisition research. Such influences still exist till now. Krashen’s Input Hypothesis is similar to Chomsky’s theory on first language acquisition in some respects, such as the function of Language Acquisition Device (LAD) in the process of language learning.
Krashen states that language input plays an identical part with Language Acquisition Device. Together with language input, a learner can construct a series of internal expressions of a good language, in other words, construct an independent language system outside the learner’s first language (Jia Guanjie, 1996).
According to Krashen, an important 毕业论文http://www.751com.cn condition for language acquisition to occur is that the acquirer understands (via hearing and reading) input language that contains structure “a bit beyond” his or her current level of competence. In other words, the language which learners are exposed to should be just far enough beyond their current competence that they can understand most of it but is still challenged to make progress.
Krashen’s widely known and well-accepted theory of second language acquisition has had a large impact in all areas of second language research and teaching since the 1980s. The theory consists of five main hypotheses.
(1) The acquisition-learning hypothesis本文来自辣*文~论^文'网
Krashen believed that adults have two different ways to develop competence in a language, namely, language acquisition and language learning.
Language acquisition is a subconscious process not unlike the way a child learns language. Language acquires are not consciously aware of the grammatical rules of the language, but rather develop a “feel” for correctness.
Contents
AbstractⅠ
摘要.Ⅱ
Literature Review..1
1.1 Input Hypothesis..1
1.1.1 An Overview of Input..3
1.1.2 The Limitations of Input Hypothesis.3
1.2 Output Hypothesis4
1.2.1 Definition of Output..4
1.2.2 An Overview of Comprehensible Output Hypothesis4
1.2.3 Functions of Output5
1.2.3.1 The “Noticing/Triggering” Function..5
1.2.3.2 Hypothesis Testing.6
1.2.3.3 The Meta-linguistic Function.6
ⅡClarification of Relevant Concepts.. 9
2.1 Acquisition VS. Learning..9
2.2 Second Language VS. Foreign Language10
ⅢThe Relationship between Input and Output11
3.1 Input Precedes Output.13
3.2 Output Supplements Input14
ⅣThe Balance between Language Input and Language Output in TEFL Classes for Chinese Students..17
4.1 The Importance of Balance between Language Input and Language Output..18
4.2 Classroom Activities19
4.2.1 Roughly-tuned Input.20
4.2.2 Finely-tuned Input21
4.2.3 Communicative Output.21
ⅤConclusion22
References23
Acknowledgements.24
摘 要
如今，我国外语教学“假繁荣”现象十分严重，学习外语者比比皆是，可是实际数据显示我国学生在参加国外考试如雅思，BEC等考试时，相比起听力与阅读部分，口语以及写作部分的成绩偏低。另外，有许多通过英语大学四辣级考试的学生感叹自己学的是 “哑巴英语”,所学的内容不会运用，不能与人交流。究其原因，是因为许多语言学习者在第二语言习得过程中，忽略了语言学习的本质，更突出的问题是割裂了“语言输入”与“语言输出”之间的关系，在外语学习的过程中没有给予两者同等的重视。有鉴于此，通过学习Krashen的语言输入理论以及swain的语言输出理论，笔者意图通过本研究揭示“语言输入”与“语言输出”在外语教学过程中的关系与作用及其两者间的平衡对二语习得产生的重要性，并借此提高广大外语学习者对此的重视程度。摘要：语言输入 语言输出 二语习得 1542