輸出假設(shè)理論文獻綜述

1、綁注趙看外國譜學虎zhejiang yuexiu university of foreign languages文獻綜述（2016 屆）輸出假設(shè)理論在初中英語口語教學中的應(yīng)用學院英語學院專業(yè)英語班級英語1208班學號0307120828學生姓名呂銀燕指導教師徐華日 期 2015年12月28日literature review1. introduction1>1 background of the second language acquisitionsecond language acquisition research was formed in the late 1960s, ear

2、ly 1970s, so far, more than thirty years of history. and in recent years, the research of the second language acquisition has been deeply studied. there are mainly two kinds of factors affecting second language acquisition: the outer factor and the inner facto匚 the former mainly includes two aspects

3、: one is the social environment, the other is the language input and interactive environment which relates to the one5s cultural background, social status and so on. then the inner factors can be divided into several parts which include language transfer, theory of language acquisition mechanism, la

4、nguage universality research and language monitoring mode, etc. and simply to say, the inner factors are related to the learner's attitudes, personalities, cognitive ability, etc. among these factors, input is one of the most important factors influencing sla, just as gass (1997:l)said:“ without

5、 input no individual can learn a second language. in the past two decades, input theory has attracted wide attention, and foreign language teaching researchers have mainly focused their attention on the input. and a series of studies such as schumann acculturation model(1978), krashens comprehensibl

6、e input hypothesis and gass & ellis theories once really popular. with the in-depth study of the input theory, some scholars have found out the drawbacks and developed two new theories: the interaction hypothesis put forward by michael long(1996) and the output hypothesis put forth by merrill sw

7、ain( 1985).output theory originated in 1980s, it caused a new round of research upsurge, many scholars from the original only attention to the input of research and transfer to the common concern of the input and output. a large number of domestic and foreign researches have proved the positive effe

8、ct of output on the second language acquisition which include listening, speaking reading and writing. with this big research background is still far from enough, the study should be combined with the actual situation of the domestic.2 output hypothesis2.1 research abroad2.1.1 input hypothesisthe un

9、ited states southern california university linguistics professor, department of krashen.s.d(1985). defined second language acquisition as a subconscious process of language development very much like the process by which children acquire their li learing refers to a conscious knowledge of the rules

10、of grammar that is a product of instruction. he put forward “the monitor model： also called "language control mode，or "input hypothesis9' which produced huge influence for the process of second language acquisition research. in the early 80s of the 20th century, the theory development

11、becomes the basis for more widely known five hypotheses: acquisition learning hypothesis ,the natural hypothesis, the monitor hypothesis, the input hypothesis and the effective filter hypothesis, of which the most important is the input hypothesis.2.1.2 main input theorieskrashen thinks that the onl

12、y way to get a language is to accept a large amount of comprehensible input. people's attention is focused on the input of the information itself, rather than the form of language. for krashen, appropriate input is input that contains structures (lexis, morphology, syntax, etc.) just one step be

13、yond the learners' current stage of linguistic development.one of the conditions of acquisition is that learners acquire a higher level of language input than the current level. he refers to this as i+1. according to krashen (1983).learners can understand these unknown structures by relying on t

14、heir world knowledge, their previously acquired linguistic knowledge and extra-linguistic contexts such as pictures and other visuals. when learners receive enough input and understand it, acquisition is "unavoidable and "cannot be prevented, (krashen, 1985:4).language acquisition is achie

15、ved through listening comprehension. verbal expression is the result of language acquisition, not its cause. as long as the amount of comprehensible input is sufficient, it will automatically provide the necessary syntax. a language teacher does not need to explain the language structure in a natura

16、l order, because a sufficient comprehensible input will automatically provide the learner with the right amount of the next language structure and the opportunity to review the structure.2.1.3 the defects of the input theorykrashen made a significant contribution to the field of sla by understanding

17、 the important role of input in language acquisition. however, his views are untestable and unrealistic for application in actual classrooms. we are not be sure that how much comprehensible input is optimal. this is extremely hard to investigate and krashen remains vague on this point. furthermore,

18、enter the required context is also very difficult to achieve, most schools do not have the teaching environment that can meet the theory. last, each student's level of learning and learning ability is not consistent, a large number of input may be to some extent caused by the chaos of low abilit

19、y students, not to say that they automatically generate language structure2.2 merrill swain's output hypothesis2.2.1 generation of output hypothesisin the 1960s, swain and lapkin in canadian french immersion teaching of tracking study found that, in some french listening and reading comprehensio

20、n test, immersion students' scores and age in french speaking student achievement is almost the same. however, the ability to speak and write in an immersion student is far less than the level of french speaking students. swairts explanation is that teachers only pay attention to whether the stu

21、dents understand the content, and ignore the accuracy and appropriateness of the expression of the target language. from this swain concluded that comprehensible language input is not the necessary and sufficient condition of the two language learning, and the important role of language output in th

22、e two language learning process cannot be ignored.2.2.2 three functions of output hypothesislanguage teaching practice, such as canadian french immersion program shows that a large number of comprehensible inputs can help improve learners1 listening and reading ability, a large number of comprehensi

23、ble language output is helpful to the learnefs ability to speak and write. however, in the perspective of communicative competence, the fluency and accuracy of language expression are equally important. so to achieve the purpose of assisting the two language learning, language output must have three

24、 main functions: triggering function, the hypothesis-test function and meta-linguistic function.noticing functionwhen the learners output the target language, they cannot accurately express the meaning which helps to realize their language learning problems and then shift to pay attention to the rel

25、evant input consciously to solve these problems. the role of this function is reflected in two cognitive steps: 1. learners to recognize their own language problems cannot be expressed or wrong to express 2 rely on their existing knowledge or other ways such as the dictionary to solve problems. ther

26、efore, this function helps to consolidate the existing knowledge of the language, or learn new knowledgehypothesis-test functionin order to express the needs of learners, it will temporarily generate some vocabulary or syntactic form, which is the language hypothesis, and through the other side of t

27、he reaction or feedback to confirm whether the hypothesis is correct. this assumption will actively urge learners to revise their language output, thus better promote the absorption of language. mackey(2002) study has an excellent example of hypothesis testing from a learners perspective. the learne

28、r is reacting to an interaction episode in which she, another learner and a teacher are involved. we always could hear the learner ask the other person involved, like "can i say it that way?" or "i dont know if that's right, is it?'，therefore, the feedback from the opposite si

29、de is meaningful for learner because learner could be informed of his words right or be understood. if learners were not testing hypothesizes, then changes in their output would not be expected following feedback.meta-linguistic functionthis idea originates with vygotsky sociocultural theory. the le

30、arner uses the target language to analyze and reflect on the target language, such as form, structure, etc., which are output by themselves or others. swain believes that language output is a cognitive tool of human beings, plays the role of the media, on the one hand, the external world is internal

31、ized, on the other hand, it will be the inner psychological activities. learners internal language and social knowledge can only highlight the advantages and defects of the content and form through the output. as smagorinsky (1998: 172-173) says, “ the process of rendering thinking into speech is no

32、t simply a matter of memory retrieval, but a process through which thinking reaches a new level of articulation/5 in addition to the three major functions proposed .skehan (1999) added two additional features: 1 )develop a personal voice. 2)to develop discourse skills.2.3 domestic researchnot only t

33、he abroad, but more noteworthy is that our domestic scholars have done considerable research on the output theory. the theory hypothesis of swain has been criticized and inherited. china's famous linguist wei naixing in 1994 for the first time mentioned swain's comprehensible output. sunyan,

34、 wang dawei (2003) control study of the input and output on the development of oral english teaching effect, and the input first output secondary point of view. wen qiufang (2008) put forward the noutput driven hypothesis'1 on the basis of the output hypothesis of swain (1985) to promote the rea

35、lization of the reform of english major skill courses. lu renshun (2002)believes that the role of language output should be paid more attention in the practice of foreign language teaching. gu qi (2009) summarized the problems that need to be improved in the research of the input and output, and put

36、 forward the research prospects of the input and output. liu yan (2010) through the combination of task based teaching method and the significance of the output teaching method, a new type of teaching method: task based output teaching method.2.4 commentsa theory is proposed that there will always b

37、e supporters and critics- theoretically, criticism on comprehensible output hypothesis mainly comes from krashen. krashen (1998) listed several difficulties the comprehensible output hypothesis encountered: (1) output and especially comprehensible output is too scarce to make a real contribution to

38、linguistic competence; (2) high levels of linguistic competence are possible without output; (3) there is no direct evidence that comprehensible output leads to language acquisition. compared with numerous input language learners can encounter, the comprehensible output is obviously small. and if th

39、e students are pushed to produce out, they will feel uncomfortable and more anxious. all in all, foreign researchers mainly for the three functions of the study, and the scholars of our country based on the combination of teaching practice, on this basis, put forward some new teaching methods. wen q

40、iufang's output driven hypothesis is undoubtedly a very good innovation.3 conclusionsoral english teaching has always been a key point and input and output theory provides us with a good framework for us to explore, but in summary, we can see that both the input and output theory has its advanta

41、ges and limitations, we should to make a deeply analyze based on the cultural background and learning ability of the learners, krashen and swairts theory may does not necessarily apply to all foreign students, whether swain or krashen, they are studying the object of young learners. that is to say,

42、the scientific nature of the theory still needs a lot of time to study. nobody can assure theory must suitable for our junior high school students. secondly, it is not important to pay attention to the theory itself, but how to apply it to the practice of oral english teaching according to the outpu

43、t theory and the actual situation of our country. this thesis will discuss how to improve the students1 oral english ability combine with the new curriculum standards according to the swains output hypothesis.參考文獻11 block,det/ze social turn in second language acquisition fm< beijing: world book inc beijing company,2012:2