输出假设理论在初中口语教学中的应用毕业论文正文

毕 业 论 文（2016 届）Application of the Output Hypothesis Theory in Junior Middle School Oral English Teaching输出假设理论在初中英语口语教学中的应用学 院 英语学院专 业 英语班 级 英语 1208 班学 号 0307120828学生姓名 吕银燕指导教师 徐华日 期 2016 年 5 月 15 日摘 要在英语学习中，口语是极为重要和关键的一环。对于我国大多数的英语学习者而言，其读写能力往往胜过听说能力，这是较为令人担忧的状况。我国新一轮基础教育课程改革强调培养学生的综合语言运用能力，要求加强口语教学。但是传统的初中英语口语教学往往只注重多形式的输入，却忽视了更为重要的输出，从而导致“哑巴英语”的现象仍然极为普遍。本文分析了 Swain 的输出假设理论对英语教学的影响和作用，提出在初中英语口语教学中，教师应当设置恰当的口语教学任务，提供充足的相关度高的口语输入材料，同时努力提高学生口语学习的主观能动性，让学生尽可能多地参与到口语学习的各个环节，同时要建立多样化的评估方式，包括教师指导之下的学生的自评、同伴互评和教师的积极有效的评价和反馈，这样才能更好地实现口语的有效输出，从而更好地提高初中学生的口语表达能力。关键词: 口语教学；输出假设理论IABSTRACTIt is a worrying situation that for most English learners in China, their reading and writing abilities are far better than their listening and speaking abilities. The emphasis of our countrys new round of basic education curriculum reform lies on the cultivation of students comprehensive language use. At the traditional oral English class, teachers pay more attention to the various forms of the input, but ignore the corresponding output, which is of greater importance. So it is not uncommon to see the phenomenon of “dumb English”. In this paper, the effects and the functions of Swains output hypothesis theory to English teaching is analyzed. It is suggested that in oral English teaching, teachers should set proper oral English teaching task and provide sufficient high correlation spoken input materials. Meanwhile, its necessary to make efforts to improve students oral English learning initiative so as to improve their participation in all aspects of oral English learning. Furthermore, various evaluation methods should be established, including students self-assessment under the guidance of teachers, peer assessment and teachers positive and effective evaluation and feedback. Only in this way can we achieve effective oral output and improve junior middle school students oral expression ability.Key Words: Oral English teaching; output hypothesis theoryTable of Contents摘 要 .IABSTRACT.II1 Introduction.11.1 Current Situation of Oral English Teaching Abroad.11.2 Domestic Situation of Oral English Teaching Current.22 Output Hypothesis Theory and Input Hypothesis Theory .42.1 Input Hypothesis Theory and Its Defects .42.1.1 Input Hypothesis Theory .42.1.2 Defects of Input Hypothesis Theory.52.2 Merrill Swains Output HypothesisTheory .52.2.1 Generation of Output Hypothesis Theory .52.2.2 Three Functions of Output Hypothesis Theory .52.3 Development of the Output Hypothesis Theory.73 Implementation of Output Hypothesis Theory in Oral English Teaching.83.1 Teachers Role.83.1.1 Offering Feasible Tasks.83.1.2 Providing Appropriate and High Correlation Input.83.1.3 Improving Students Subjective Initiative in Oral English Learning.93.1.4 Providing Effective Feedback .93.2 Students Tasks.103.2.1 Completing the Output Task. .103.2.2 Searching for New Materials.103.2.3 Preparing for the Output Activity.103.3 Multiple Ways of Evaluation.103.3.1 Teachers Evaluation .103.3.2 Self-evaluation.113.3.3 Peer Evaluation.114 Conclusion .12Acknowledgments .13References.14 浙江越秀外国语学院本科毕业论文（设计）01 Introduction1.1 Current Situation of Oral English Teaching AbroadEach language consists of four basic parts: listening, speaking, reading and writing. To learn a language, these four are indispensable. For most English learners, listening and speaking are often weak links. There are many educators have done some of the importance of spoken language. The following are the views of several famous scholars: N. Chomsky believed that no one would be born to speak, and people can communicate with others only by much practice. The Father of Application linguistic in British thought that, to learn English, you need to open your mouth, to read, to say. Linguist Thomas D. HYMES(1974:1) said, language refers not only ability of whether one can make grammatical sentence, but also the ability of whether one can apply it properly. He said speech is an important form of language and a significant way in communication.If we really want to know the oral English very well, then it is quiet important to have a basic study of SLA. Second language acquisition research was formed in the late 1960s, early 70s, 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 factor. The former mainly includes two aspects: one is the social environment; the other is the language input and interactive environment, which relates to the ones cultural background, social status and so on. Then the inner factors can be divided into several parts which included language transfer, theory of language acquisition mechanism, language universality research and language monitoring mode, etc. and simply to say, the inner factors are related to the learners attitudes, personalities, cognitive ability, etc. Among these factors, input is one of the most important factors influencing SLA, just as Gass (1997:1) said:“ without 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 Schumanns Ac-cultural Model, Krashens comprehensible 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 Long and the Output Hypothesis put forth by Merrill Swain. 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 浙江越秀外国语学院本科毕业论文（设计）1common concern of the input and output. A large number of domestic and foreign researches have proved the positive effect 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.1.2 Domestic Situation of Oral English Teaching Speaking as a part of the output, its importance is obviously. Scholars both at home and abroad have explained the significance of oral English. Of course, it is not enough to combine theory with the theory, but also to discuss the importance of oral English in the present education form of our country. With the economic globalization, the deepening of Chinas reform and opening up, China closely link the western countries by the cultural communication, trade cooperation, traveling, academic exchange, etc. For trade cooperation, the most important part is negotiation which request excellent oral ability. For traveling, we sometimes want to communication with the local people or we need to ask the way which both needs good oral English. It is just a very small part which can show the importance of oral English. Therefore to learn a second language especially English is extremely important. Furthermore, our countrys new round of basic education curriculum reform emphasizes the cultivation of students comprehensive language use, strengthen oral English teaching, and put the spoken language in a more prominent position. Even in some areas, oral test in primary school is start popular. Every country has curriculum, our country is no exception. At the stage of compulsory education English curriculum overall goal is to cultivate students preliminary comprehensive ability of using the language, and the English learning to promote the mental development of the students, improve the students comprehensive cultural literacy. Comprehensive language application abilities are of language skills, language knowledge, emotion and attitude, learning strategies and cultural awareness and other aspects of the overall development of the above. Language knowledge and language skills is a comprehensive ability to use language; cultural awareness is helpful in correctly understanding of language and the appropriate use of language; positive emotional attitude is conducive to promoting students active learning and sustainable development; effective learning strategies is to improve the learning efficiency and development of autonomous learning ability. These five aspects complement each other, and jointly promote the formation and development of the comprehensive ability of using 浙江越秀外国语学院本科毕业论文（设计）2language.In the stage of compulsory education English curriculum should be able to make the students to learn English and use English, language development using ability and interpersonal skills, form a positive emotional attitude and effective learning strategies. ; shall be such as to enable students to experience the English rich cultural connotation in the process of learning and using English, especially understanding cultural differences, the formation of cultural awareness and preliminary cross cultural communicative competence of a cross preliminary.From the point of view of some famous scholars or educators, it is self-evident the importance of oral English. Some focus on the way, some focus on the function of each one has its own merits. At the same time, we can also see that our country now attaches great importance to English learning and popularization. English involves all aspects of life. The reform of the national curriculum standard of spoken English and ascend to a new level, to sum up, oral English is very important.It is good to see that our country pay more attention to students communicative competence. But still there are big problems of junior middle school students oral English teaching. Firstly, influenced by the examination-oriented education, most of the teaching methods cannot achieve the outline of the standard released by the Ministry of Education. In other words, in order to achieve the teaching objectives, many teachers usually pay more attention to the students reading or writing ability; the students oral expression ability is usually ignored or weakened. Secondly, insufficient emphasis is put on the teaching of pronunciation. Many teachers do not pay attention to the students pronunciation is correct or not, do not focus on the students pronunciation and intonation, what they only care about is what students say. Thirdly, the common level of teachers is not advanced. Schools do not have a dedicated teacher; teacher resources are not strong enough. Fourthly, because of the over class size, fewer opportunities to practice is given the students. The class is of overpopulation so that students do not have the time or opportunity to express themselves one by one. Fifthly, lack the necessary language environment. Students oral communication is based on the false context; there is no real desire to communicate. Moreover, the school does not have a good oral environment, the lack of a number of associations or English corners and the like. These problems encourage us to make further exploration on English oral teaching methods of the junior 浙江越秀外国语学院本科毕业论文（设计）3middle school so as to improve the standard of teaching and to enhance students speaking ability.2 Output Hypothesis Theory and Input Hypothesis Theory2.1 Input Hypothesis Theory and Its DefectsKrashen is a very famous linguist in second language acquisition area. In the early 80s of the 20th century, the theory development becomes the basis for widely known as 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.2.1.1 Input Hypothesis Theory Krashen thinks that the only way to get a language is to accept a large amount of comprehensible input. For Krashen, appropriate input is input that contains structures (lexis, morphology, syntax, etc.) just one step beyond 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 their world know ledges, 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, P.4).Language acquisition is achieved 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 natural 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.2.1.2 Defects of Input Hypothesis Theory Krashen made a significant contribution to the field of SLA by understanding the important role of input in language acquisition. However, his views cannot be tested 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, Enter the required context is also very difficult to achieve, most schools do not have the teaching environment that can meet the theory. 浙江越秀外国语学院本科毕业论文（设计）4Last, each students level of learning and learning ability is not consistent; a large number of inputs may be to some extent caused by the chaos of low ability students, not to say that they automatically generate language structure.2.2 Merrill Swains Output Hypothesis Theory2.2.1 Generation of Output Hypothesis Theory In the 1960s, Swain and Lapkin in Canadian French immersion teaching of tracking study found that, in some French listening and reading comprehension 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. Swains explanation is that teachers only pay attention to whether the students understand the content, and ignore the accuracy and appropriateness of the expression of the target language. From this Swain concluded that comprehensible