语言输出理论PPT课件.ppt

语言输出 1 BackgroundImmersionprogramsinCanadaConclusionOutputMerrillSwainTheOutputHypothesisThreefunctionsFuturedirectionsTheopinionofStephenKrashenandassessmentReferences content 2 Background Intheearlyandmid 1980s therearetwoaspectsofthecontextthatareimportanttomention Oneaspectofthecontextwasthedominanttheoreticalparadigmforsecondlanguageacquisition SLA researchatthattime 1980s information processingtheory ThesecondwasthewidespreadgrowthofFrenchimmersionprogramsinCanada theevaluationsofwhichwereshowingsomeratherunexpectedfindings BACK 3 ImmersionprogramsinCanada TheinitiationofFrenchimmersionprogramsinCanadainthelate1960sinfusedparentsandteacherswithrenewedenergyandexcitementabouttheteachingandlearningofFrenchasasecondlanguage FSL Intheseprograms EnglishspeakingchildrenweretaughtsomeoralloftheircurriculuminFrenchbeginningwiththestartofschool earlyimmersion aroundgrade4or5 midimmersion oraroundgrade6or7 lateimmersion Evaluationafterevaluationwasconductedoftheseprograms 加拿大沉浸计划 BACK 4 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 BACK 5 Differentinterpretationoftheword output Inthe1980s theword output wasusedtoindicatetheoutcome orproduct ofthelanguageacquisitiondevice Outputwassynonymouswith whatthelearnerhaslearned Therehasbeenashiftinmeaningfromthe80stonowfromoutputbeingunderstoodasanoun athing aproducttooutputbeingunderstoodasaverb anaction aprocess BACK 6 MerrillSwain Introduction MerrillSwainisaProfessorintheCurriculum TeachingandLearningDepartmentattheOntarioInstituteforStudiesinEducation OISE attheUniversityofToronto Contribution 1 Shedevelopedtheoutputhypothesis 2 SheisalsoknownforherworkwithMichaelCanaleoncommunicativecompetence BACK 7 语言输出假说 TheOutputHypothesis 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 theOutputHypothesis 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 BACK 8 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 thenoticing triggeringfunction 2 假设验证功能 thehypothesisfunction 3 元语言功能 themeta linguisticfunction Threefunctions 9 2020 1 7 10 First outputhasanoticing triggeringfunction Theclaimhereisthatwhileattemptingtoproducethetargetlanguage vocallyorsilently sub vocally learnersmaynoticethattheydonotknowhowtosay orwrite preciselythemeaningtheywishtoconvey Inotherwords undersomecircumstances theactivityofproducingthetargetlanguagemaypromptsecondlanguagelearnerstonoticeorrecognizeconsciouslysomeoftheirlinguisticproblems itmaybringtheirattentiontosomethingtheyneedtodiscoverabouttheirsecondlanguage possiblydirectingtheirattentiontorelevantinput Thisawarenesstriggerscognitiveprocessesthathavebeenimplicatedinsecondlanguagelearning onesinwhichlearnersgeneratelinguisticknowledgewhichisnewforthem orwhichconsolidatetheircurrentexistingknowledge Swain Lapkin1995 Therehavebeenanumberofcarefullydesigned experimentalstudieswhichhaveexaminedtheeffectofoutputonnoticingandacquisitionofparticulartargetforms includingSwain sresearchandhisstudentsresearch e g Izumi2002 11 Theclaimhereisthatoutputmaysometimesbe fromthelearnersperspective a trialrun reflectingtheirhypothesisofhowtosay orwrite theirintent Mackey s 2002 studyhasanexcellentexampleofhypothesistestingfromalearner sperspective Thelearnerisreactingtoaninteractionepisodeinwhichshe anotherlearnerandateacherareinvolved Duringthisepisode amongotherthings thelearneristryingtofigureoutboththemeaningof suite andhowtosayit Iflearnerswerenottestinghypotheses thenchangesintheiroutputwouldnotbeexpectedfollowingfeedback Second theoutputhasahypothesistestingfunction 12 Theclaimhereisthatusinglanguagetoreflectonlanguageproducedbyothersortheself mediatessecondlanguagelearning ThisideaoriginateswithVygotsky ssocioculturaltheoryofmind Socioculturaltheoryisaboutpeopleoperatingwithmediatingtools Speakingisonesuchtool Inthiscontext Swainhasrelabeled output asspeaking writing collaborativedialogue privatespeech verbalizing and orlanguaginginordertoescapetheinhibitingeffectofthe conduitmetaphor impliedintheuseoftermssuchasinputandoutput Thethird themetalinguistic reflective functionofoutput BACK 13 Severaldirectionscouldbetaken Experimentalstudieswithinaninformationprocessingframeworkwouldseemparticularlyfruitful Investigationofthelevelsandtypesofprocessingthatout put underdifferentconditions engendersseemstometobeaparticularlyinterestingroutetopursue Withinasocioculturaltheoryofmindframework ethnographicandcasestudyapproacheswouldseemtobemorevaluableatthispointintime althoughthereiscertainlyaplaceforexperimentalwork Particularlyusefultounderstandprocessesandstrategiesofsecondlanguagelearningwillbestudiesofthecollaborativedialogueandprivatespeechoflearnersastheyworktosolvelanguage relatedproblemstheyfaceintheirlanguageproduction Bystudyingthecollaborativedialogueandprivatespeechoflearners accordingtoaVygotskiansocioculturaltheoryofmind weareobservinglearninginprogress Ofconsiderablesocioculturalinterestareotherbroaderquestionsaboutverbalizing orasIamnowcallingit languaging Languagingistheuseoflanguagetoworkthroughcognitivelycomplexthoughts FuturedirectionsthatresearchabouttheOutputHypothesis BACK 14 TheopinionofStephenKrashen TheCOhypothesisislinkedtowhatissometimescalledthe interactionhypothesis thehypothesisthatweacquirelanguagefrominteractingwithothers Asstatedinthisway theinteractionhypothesisisvague Apartofinteractionthatdoesnotcontributetolanguageacquisitionistheoutputproducedbythelanguageacquirer astrongversionoftheinteractionhypothesis onethatassertsthatinteractionisnecessaryforlanguageacquisition isnotcorrect Suchahypothesisofacquisitioncanoccurfromreadingandlistening Inadditiontothemassivedatashowingthatreadingcanpromotelanguagedevelopment Aweakerversionoftheinteractionhypothesisisthatinteractioncanbeagoodsourceofcomprehensibleinput TheCOhypothesisiscloselyrelatedtothe needhypothesis itiswidelyassumedtobetrue buttheneedhypothesisisnotcorrect