Swain的输出假设理论

1、Output Hypothesis: Its History and Its FutureUniversity of Toronto Merrill SwainBeijing forign Studies University Yang Luxin (interviewer)What prompted Swain to put forward her Output Hypothesis? In the early and mid 1980s. 1. information-processing theory. （信息加工理论） 2. widespread growth of French im

2、mersion programs in Canada.French immersion programs in Canada (沉浸式教学法) 是指以非母语的第二语言作为直接教学语言的基本教学模式，即将学生“浸泡”在目的语的语言环境中。在教学活动中教师不但使用目的语教授目的语言，而且用目的语言教授其他课程。What are the problems with immersion program? 1.The French proficiency of the immersion students was more advanced than that of students taking 20

3、 to 30 minutes a day of FSL. 2. On some tests of French listening and reading comprehension, French immersion students obtained scores similar to those obtained by francophone students of the same age. 3. The speaking and writing abilities of French immersion students were, in many ways, different f

4、rom those of their francophone peers. Krashens input hypothesis claimed that there was only one necessary and sufficient condition for second language acquisition, and that was the presence of comprehensible input. If learners are at stage i in their language development, they can acquire i+1 if the

5、y understand input containing i+1. explanations: The immersion students did not talk as much in the French portion of the day(in French) as they did in the English portion of the day(in English). More importantly, the teachers did not push the students to talk in French in a manner that was grammati

6、cally accurate or sociolinguistically appropriate.What is the meaning shift in “output”? 1980s: a noun, a thing, a product, the outcome or product of the language acquisition device. It was synonymous with what the learner has learned. now: a verb, an action, a process.The Three function of output 1

7、. noticing/triggering function（注意/触发功能） 2. hypothesis testing function（假设检验功能） 3. metalinguistic(reflective) function（元语言反思功能）noticing/triggering function（注意/触发功能）- 引起学习者对自身语言问题的注意，刺激更适合的输入。 while attempting to produce the target language, learners may notice that they do not know how to say (or wri

8、te) precisely the meaning they wish to convey. The activity of producing the target language may prompt second language learners to notice or recognize consciously some of their linguistic problems: it may bring their attention to something they need to discover about their second language(possibly

9、directing their attention to relevant input).hypothesis testing function（假设检验功能）- 引发学习者对问题处理的假设尝试，并依据反馈来修改输出。 Output may sometimes be, from the learners perspective, a trial run（试验运行） reflecting their hypothesis of how to say (or write) their intent. output(feedback): internal, external-change outpu

10、t(accuracy)metalinguistic(reflective) function（元语言反思功能）- 激发元语言功能，提升学习者信息加工层面。 Using lanugage to reflect on language produced by others or the self, mediates second language learning. 语义加工-句法加工 两种语言能力:使用语言表达和交流的能力，描述并理解自己所学和所用语言的能力。what are the future directions that research about output hypothesis

11、could take? 1. Experimental studies within an information-processing framework. 2. Ethnographic and case study approaches. 3. Verbalizing/languaging: collaborative dialogue and private speech.Swains suggestions for the Chinese EFL situation. The application could be foucus on the fact that students

12、should use the language, such as, to talk. Any activities that have students talk, particularly when students reflect about their speaking or writing, are good activities. It would be much more conducive to their language learning if they have to go through and reflect on the feedback. Pair work or small group work may give students more opportunities to use English and deepen their understanding of the target language points. If students talk together in pairs, very often th