《语言输出理论》PPT课件

语言输出 BackgroundImmersionprogramsinCanadaConclusionOutputMerrillSwainTheOutputHypothesisThreefunctionsFuturedirectionsTheopinionofStephenKrashenandassessmentReferences content Background Intheearlyandmid 1980s therearetwoaspectsofthecontextthatareimportanttomention Oneaspectofthecontextwasthedominanttheoreticalparadigmforsecondlanguageacquisition SLA researchatthattime 1980s information processingtheory ThesecondwasthewidespreadgrowthofFrenchimmersionprogramsinCanada theevaluationsofwhichwereshowingsomeratherunexpectedfindings BACK ImmersionprogramsinCanada TheinitiationofFrenchimmersionprogramsinCanadainthelate1960sinfusedparentsandteacherswithrenewedenergyandexcitementabouttheteachingandlearningofFrenchasasecondlanguage FSL Intheseprograms EnglishspeakingchildrenweretaughtsomeoralloftheircurriculuminFrenchbeginningwiththestartofschool earlyimmersion aroundgrade4or5 midimmersion oraroundgrade6or7 lateimmersion Evaluationafterevaluationwasconductedoftheseprograms 加拿大沉浸计划 BACK 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 Differentinterpretationoftheword output Inthe1980s theword output wasusedtoindicatetheoutcome orproduct ofthelanguageacquisitiondevice Outputwassynonymouswith whatthelearnerhaslearned Therehasbeenashiftinmeaningfromthe80stonowfromoutputbeingunderstoodasanoun athing aproducttooutputbeingunderstoodasaverb anaction aprocess BACK MerrillSwain Introduction MerrillSwainisaProfessorintheCurriculum TeachingandLearningDepartmentattheOntarioInstituteforStudiesinEducation OISE attheUniversityofToronto Contribution 1 Shedevelopedtheoutputhypothesis 2 SheisalsoknownforherworkwithMichaelCanaleoncommunicativecompetence BACK 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 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 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 Theclaimhereisthatoutputmaysometimesbe fromthelearnersperspective a trialrun reflectingtheirhypothesisofhowtosay orwrite theirintent Mackey s 2002 studyhasanexcellentexampleofhypothesistestingfromalearner sperspective Thelearnerisreactingtoaninteractionepisodeinwhichshe anotherlearnerandateacherareinvolved Duringthisepisode amongotherthings thelearneristryingtofigureoutboththemeaningof suite andhowtosayit Iflearnerswerenottestinghypotheses thenchangesintheiroutputwouldnotbeexpectedfollowingfeedback Second theoutputhasahypothesistestingfunction Theclaimhereisthatusinglanguagetoreflectonlanguageproducedbyothersortheself mediatessecondlanguagelearning ThisideaoriginateswithVygotsky ssocioculturaltheoryofmind Socioculturaltheoryisaboutpeopleoperatingwithmediatingtools Speakingisonesuchtool Inthiscontext Swainhasrelabeled output asspeaking writing collaborativedialogue privatespeech verbalizing and orlanguaginginordertoescapetheinhibitingeffectofthe conduitmetaphor impliedintheuseoftermssuchasinputandoutput Thethird themetalinguistic reflective functionofoutput BACK Severaldirectionscouldbetaken Experimentalstudieswithinaninformationprocessingframeworkwouldseemparticularlyfruitful Investigationofthelevelsandtypesofprocessingthatout put underdifferentconditions engendersseemstometobeaparticularlyinterestingroutetopursue Withinasocioculturaltheoryofmindframework ethnographicandcasestudyapproacheswouldseemtobemorevaluableatthispointintime althoughthereiscertainlyaplaceforexperimentalwork Particularlyusefultounderstandprocessesandstrategiesofsecondlanguagelearningwillbestudiesofthecollaborativedialogueandprivatespeechoflearnersastheyworktosolvelanguage relatedproblemstheyfaceintheirlanguageproduction Bystudyingthecollaborativedialogueandprivatespeechoflearners accordingtoaVygotskiansocioculturaltheoryofmind weareobservinglearninginprogress Ofconsiderablesocioculturalinterestareotherbroaderquestionsaboutverbalizing orasIamnowcallingit languaging Languagingistheuseoflanguagetoworkthroughcognitivelycomplexthoughts FuturedirectionsthatresearchabouttheOutputHypothesis BACK TheopinionofStephenKrashen TheCOhypothesisislinkedtowhatissometimescalledthe interactionhypothesis thehypothesisthatweacquirelanguagefrominteractingwithothers Asstatedinthisway theinteractionhypothesisisvague Apartofinteractionthatdoesnotcontributetolanguageacquisitionistheoutputproducedbythelanguageacquirer astrongversionoftheinteractionhypothesis onethatassertsthatinteractionisnecessaryforlanguageacquisition isnotcorrect Suchahypothesisofacquisitioncanoccurfromreadingandlistening Inadditiontothemassivedatashowingthatreadingcanpromotelanguagedevelopment Aweakerversionoftheinteractionhypothesisisthatinteractioncanbeagoodsourceofcomprehensibleinput TheCOhypothesisiscloselyrelatedtothe needhypothesis itiswidelyassumedtobetrue buttheneedhypot