完整版OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisition英语毕业设计.docx

完整版OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisition英语毕业设计.docx

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完整版OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisition英语毕业设计

毕业论文

OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisition

毕业论文

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本人郑重承诺：

我所呈交的毕业论文OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisition是在指导教师的指导下，独立开展研究取得的成果，文中引用他人的观点和材料，均在文后按顺序列出其参考文献，论文使用的数据真实可靠。

OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisition

ABSTRACT

Nowadays,thephenomenonoffakeprosperityinlanguageteachinginChinaexamssuchasIELTSandBECfindthatitisdifficulttogetaspeakingandwritingcomparedtolisteningandreading.Inaddition,manycollegestudentswhopassedtheexamofCET4andCET6cannotuseEnglishappropriately,eventhoughtheyisthatChinesestudentsalwaysneglecttheimportanceofachievingabalancebetweenlanguageinputandlanguageoutinsecondlanguageacquisition.Thispapermainlyanalysesthereasonwhylanguagelearnersshouldpayattentiontothebalancebetweenlanguageinputandlanguageoutput,aswellastheimportantroleoflanguageinputandlanguageoutputinsecondlanguageacquisition

KeyWords:

languageinputlanguageoutputsecondlanguageacquisition

试论语言输入与语言输出在二语习得中的作用

摘要

如今，我国外语教学“假繁荣”现象十分严重，学习外语者比比皆是，可是实际数据显示我国学生在参加国外考试如雅思，BEC等考试时，相比起听力与阅读部分，口语以及写作部分的成绩偏低。

另外，有许多通过英语大学四六级考试的学生感叹自己学的是“哑巴英语”,所学的内容不会运用，不能与人交流。

究其原因，是因为许多语言学习者在第二语言习得过程中，忽略了语言学习的本质，更突出的问题是割裂了“语言输入”与“语言输出”之间的关系，在外语学习的过程中没有给予两者同等的重视。

有鉴于此，通过学习Krashen的语言输入理论以及swain的语言输出理论，笔者意图通过本研究揭示“语言输入”与“语言输出”在外语教学过程中的关系与作用及其两者间的平衡对二语习得产生的重要性，并借此提高广大外语学习者对此的重视程度。

摘要：

语言输入语言输出二语习得

Contents

Abstract……………………………………………………..…………….Ⅰ

摘要……………………………………………………….………..…….Ⅱ

LiteratureReview..............................................................................………………........1

1.1InputHypothesis…………………………………………………....…….…1

1.1.1AnOverviewofInput………………...…………..…..………...…….……3

1.1.2TheLimitationsofInputHypothesis...................................................…....3

1.2OutputHypothesis………………………………………………..….………4

1.2.1DefinitionofOutput…………………………………………….…….…...4

1.2.2AnOverviewofComprehensibleOutputHypothesis…..............................4

1.2.3FunctionsofOutput……………………………………………….…..…...5

1.2.3.1The“NoticingTriggering”Function………………………….………....5

1.2.3.2HypothesisTesting……………………………….………………..…….6

1.2.3.3TheMeta-linguisticFunction…………………….………….……..……6

ⅡClarificationofRelevantConcepts..............................................…....9

2.1AcquisitionVS.Learning…………………………………………..….........9

2.2SecondLanguageVS.ForeignLanguage……………………...…..……….10

ⅢTheRelationshipbetweenInputandOutput……………...…..….......11

3.1InputPrecedesOutput…...............................................................................13

3.2OutputSupplementsInput…………………...……………...............………14

ⅣTheBalancebetweenLanguageInputandLanguageOutputinTEFLClassesforChineseStudents…………………………..…...…17

4.1TheImportanceofBalancebetweenLanguageInputandLanguageOutput…........................................................................................................18

4.2ClassroomActivities………………………………...…….………………..19

4.2.1Roughly-tunedInput………………………………...……………...…….20

4.2.2Finely-tunedInput…………………………………...………………...…21

4.2.3CommunicativeOutput……………………………………………….......21

ⅤConclusion………………………………………….……………........22

References…………………………………………...…………...………23

Acknowledgements………………………………….…………….….....24

ⅠLiteratureReview

1.1InputHypothesis

InputHypothesis,advancedbyKrashen,afamousAmericanappliedlinguist,inthelate1970sandtheearly1980s,isanall-roundtheoryconcerningsecondlanguageacquisition（SLA）.Meanwhile,itisthemostinfluentialandcontroversialtheoryinsecondlanguageacquisitionresearch.Suchinfluencesstillexisttillnow.Krashen’sInputHypothesisissimilartoChomsky’stheoryonfirstlanguageacquisitioninsomerespects,suchasthefunctionofLanguageAcquisitionDevice（LAD）intheprocessoflanguagelearning.

KrashenstatesthatlanguageinputplaysanidenticalpartwithLanguageAcquisitionDevice.Togetherwithlanguageinput,alearnercanconstructaseriesofinternalexpressionsofagoodlanguage,inotherwords,constructanindependentlanguagesystemoutsidethelearner’sfirstlanguage（JiaGuanjie,1996）.

AccordingtoKrashen,animportantconditionforlanguageacquisitiontooccuristhattheacquirerunderstands（viaotherwords,thelanguagewhichlearnersareexposedtoshouldbejustfarenoughbeyondtheircurrentcompetencethattheycanunderstandmostofitbutisstillchallengedtomakeprogress.

Krashen’swidelyknownandwell-acceptedtheoryofsecondlanguageacquisitionallareasofsecondlanguageresearchandteachingsincethe1980s.Thetheoryconsistsoffivemain-learningbelievedthatadultsalanguage,namely,languageacquisitionandlanguagelearning.

Languageacquisitionisasubconsciousprocessnotunlikethewayachildlearnslanguage.Languageacquiresarenotconsciouslyawareofthegrammaticalrulesofthelanguage,butratherdevelopa“feel”forcorrectness.

LanguageLearning,ontheotherbecomparedtolearningaboutalanguage.

Theacquisition-learningdistinctionisthemostfundamentalofalltheStephenKrashen’stheoryandthemostwidelyknownamonglinguistsandlanguagepractitioners.

Themonitorasecondlanguageandisresponsibleforourfluency,”whereasthelanguagethatweeditorinsituationswherethelearnerform,andknowstherule,suchasonagrammartestinalanguageclassroomorwhencarefullywritingacomposition.ThisconsciouseditoriscalledtheMonitor.

Themonitoracquisitionandlearninganddefinestheinfluenceofthelatterontheformer.Themonitoringfunctionisthepracticalresultofthelearnedgrammar.

ThenaturalorderKrashen’sresearchfindingswhichsuggestedthattheacquisitionofgrammaticalstructuresfollowsa“naturalorder”whichispredictable.

Theinputofotherwords,onlywhenweunderstandlanguagethatcontainsstructurethatis“alittlebeyond”wherewearenow.

Theinput’sattempttoexplainotherwords,this’sexplanationoftakesplace.

Theaffectivefilter,self-confidence,andanxietyallaffectlanguageacquisition,ineffectraisingorloweringthe“stickiness”or“penetration”ofanycomprehensibleinputthatisreceived

Theaffectivefilter’sviewthatanumberof“affectivevariables”playafacilitative,butnon-causal,roleinsecondlanguageacquisition.Thesesvariablesincludemotivation,self-confidenceandanxiety.

1.1.1AnOverviewofInput

InputisprobablyoneofthemostimportantconceptsinSLA.TherelationbetweeninputandSLAisalwaysakeyaspectinthefieldofSLA.Input,itself,includesallthelanguagesignals,i.e.words,phrasesandsentencesofoneparticularlanguage,andsignalsfromotherlanguagethatmaybebroughtinthroughtranslation,comparisonandsoon.Inlanguagelearningitmeansthelinguisticmaterialtowhichthelearnerisexposed,i.e.thelearner’sexperienceofthetargetlanguageinallitsmanifestations（SharwoodSmith,1993）.Intheclassroomteaching,theeffectoflinguisticinputiscloselyconnectedwiththestrategyforitstransmissiontothestudents.Itseemstobeadirectandinformativesignalwhichconveyssemanticsense（Andersen,1981;Larsen-Freeman,1991;Nunan,1995）.Inlanguageacquisition,inputplaysanindispensablerole.However,theroleofinputinlanguageacquisitionisalwaysacontroversialquestion.BehavioristsandMentalistsdiffergreatlyonit.

1.1.2TheLimitationsofInputHypothesis

WeshouldalsopointoutthattherearemanylimitationstotheInputHypothesistheory.First,Krashenemphasizestheimportanceofinputinlanguageacquisition,butthedefinitionofinputisnarrow,as-naturalinput,thisisimpossibleforChineselearnersofEnglishtobeintherealsituationofcommunication.What’smore,Krashenemphasizesmuchmoreontheinputthanoutput;thiswillimpedestudents’communicativeability.Krashentheoryalsoneglectstheroleoflearnersthemselves,withoutpositivemotivationandattitudeoflearningforeignlanguage;theinputalonewouldnotbeenoughforSLA.

1.2OutputHypothesis

Amongmanymethodsandtechniquesthataimtofacilitatethedevelopmentofthelearner’sfirstlanguagegrammar,theroleofoutputinSLAisrelativelyunexplored.AcommonassumptionisthatoutputisonlyanindicationofSLAthatplaceanddoesnotplayanysignificantroleinlanguageacquisitionprocess（Krashen,1985）.ButthisassumptionsincethepublicationofSwain’s（1985）seminalarticle,inwhichtheOutputHypothesiswasfirstproposed.

1.2.1DefinitionofOutput

Swainputforwardthetheoryof“OutputHypothesis”inrelationtosecondlanguageacquisition.In,1995:

125）,“producingthetargetlanguage”,“languageperformance”,“usingthelanguage”and“speakingorwriting”（Swain,1995:

127）,and"productionoruse”（Swain&Lapkin,1995:

371）.ItseemsthatoutputinSwain’stermisdynamic;itnotonlyreferstothelanguageproducedbylearnersbutalsotheprocessofproducingthetargetlanguage.WewilladoptSwain’sviewofoutputofoutputcanbefoundinLongmanDictionaryofLanguageTeaching&AppliedLinguisticsaspartofthatof“input”:

（inlanguagelearning）languagewhichalearnerlearn.Thelanguagealearnerproducesisbyanalogysometimescalled“output”（Richards,J.C.,Platt,J.&Platt,H.,2000:

227）.Inthiscase,outputsimplymeansthelanguagealearnerproducescomparedwithwhatthelearnerreceives.

1.2.2AnOverviewofComprehensibleOutputHypothesis

BasedonfindingsfromstudiesthatSwainconductedonimmersionstudentsinCanada,shefoundthatalthoughimmersionstudentswereprovidedwitharichs