语言输出理论（课堂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,First,outputhasanoticing/triggeringfunction.,Theclaimhereisthatwhileattemptingtoproducethetargetlanguage(vocallyorsilently(sub-vocally),learnersmaynoticethattheydonotknowhowtosay(orwrite)preciselythemeaningtheywishtoconvey.Inotherwords,undersomecircumstances,theactivityofproducingthetargetlanguagemaypromptsecondlanguagelearnerstonoticeorrecognizeconsciouslysomeoftheirlinguisticproblems:itmaybringtheirattentiontosomethingtheyneedtodiscoverabouttheirsecondlanguage(possiblydirectingtheirattentiontorelevantinput).Thisawarenesstriggerscognitiveprocessesthathavebeenimplicatedinsecondlanguagelearningonesinwhichlearnersgeneratelinguisticknowledgewhichisnewforthem,orwhichconsolidatetheircurrentexistingknowledge(Swain（2）highlevelsoflinguisticcompetencearepossiblewithoutoutput;（3）thereisnodirectevidencethatCOleadstolanguageacquisition.Inaddition,thereissomeevidencethatsuggeststhatstudentsdonotenjoybeingpushedtospeak.,BACK,15,References,1.MerrillSwain.OutputHypothesis:ItsHistoryandItsFutureJForeignLanguageTeachingandResearch,2008,1(40)p45-492.Step