语言输出理论.ppt

语言输出 Background Immersion programs in Canada Conclusion Output Merrill Swain The Output Hypothesis Three functions Future directions The opinion of Stephen Krashen and assessment References Background In the early and mid-1980s,there are two aspects of the context that are important to mention. One aspect of the context was the dominant theoretical paradigm for second language acquisition (SLA) research at that time (1980s): information-processing theory. The second was the widespread growth of French immersion programs in Canada, the evaluations of which were showing some rather unexpected findings. Conclusion Swain(1995)在对加拿大的法语沉浸式教学进行调查时发现, 课堂上教师讲多听少,学生听多讲少,大部分时间都用于做笔记。 Swain 认为出现这种现象的重要原因之一，在于学习者缺少语言输出机 会，从事语言实践活动太少。 基于这些观察，Swain 得出如下结论：尽管“可理解性输入”对语言习得来说很重要，但不足以充分开发学习者的二语精炼能力。要想提高中介语的流利程度和准确性，学习者不仅需要“可理解性输入”，也需要“可理解性输出”。 Different interpretation of the word “output”. In the 1980s, the word “output” was used to indicate the outcome, or product, of the language acquisition device. Output was synonymous with “what the learner has learned”. There has been a shift in meaning from the 80 s to now from output being understood as a noun, a thing, a product to output being understood as a verb, an action, a process. Merrill Swain Introduction: Merrill Swain is a Professor in the Curriculum, Teaching and Learning Department at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. Contribution: (1) She developed the output hypothesis; (2) She is also known for her work with Michael Canale on communicative competence. 语言输出假说(The Output Hypothesis) 针对Krashen提出的语言输入假设中的不足,二语习得研究者Swain在1985年提出了语言输出假设(the Output Hypothesis),她反对大量可理解性输入对语言习得所起的决定性作用。Swain 认为,尽管理解输入语对二语学习很重要,但并不能保证学习者在语法准确性方面达到近似本族语者的水平。学习者只有通过使用所学语言才能达到这一点。 Swain(1995)在对加拿大的法语沉浸式教学进行调查时发现, 课堂上教师讲多听少,学生听多讲少,大部分时间都用于做笔记。 Swain( 1995) 在其语言输出假设中阐述了输出对语言习得的作用: 1. 注意/ 触发功能( the noticing/ triggering function) ; 2. 假设验证功能 ( the hypothesis function)