On the Role of Language Input and Language Output in Second Language Acquisition試論語言輸入與語言輸出在二語習得中的作用

1、on the role of language input and language output in second language acquisitionabstractnowadays, the phenomenon of fake prosperity in language teaching in china has sparked a hot debate. many language learners who take part in exams such as ielts and bec find that it is difficult to get a high scor

2、e in speaking and writing compared to listening and reading. in addition, many college students who passed the exam of cet4 and cet6 cannot use english appropriately, even though they have learned this language for over 10 years. the root of this phenomenon is that chinese students always neglect th

3、e importance of achieving a balance between language input and language out in second language acquisition. this paper mainly analyses the reason why language learners should pay attention to the balance between language input and language output, as well as the important role of language input and

4、language output in second language acquisitionkey words: language input language output second language acquisition試論語言輸入與語言輸出在二語習得中的作用摘 要 如今，我國外語教學“假繁榮”現(xiàn)象十分嚴重，學習外語者比比皆是，可是實際數(shù)據(jù)顯示我國學生在參加國外考試如雅思，bec等考試時，相比起聽力與閱讀部分，口語以及寫作部分的成績偏低。另外，有許多通過英語大學四六級考試的學生感嘆自己學的是 “啞巴英語”,所學的內容不會運用，不能與人交流。究其原因，是因為許多語言學習者在第二語言習得

5、過程中，忽略了語言學習的本質，更突出的問題是割裂了“語言輸入”與“語言輸出”之間的關系，在外語學習的過程中沒有給予兩者同等的重視。有鑒于此，通過學習krashen的語言輸入理論以及swain的語言輸出理論，筆者意圖通過本研究揭示“語言輸入”與“語言輸出”在外語教學過程中的關系與作用及其兩者間的平衡對二語習得產生的重要性，并借此提高廣大外語學習者對此的重視程度。摘要：語言輸入 語言輸出 二語習得 contentsabstract.摘要.literature review.11.1 input hypothesis.11.1.1 an overview of input.31.1.2 the li

6、mitations of input hypothesis.31.2 output hypothesis.41.2.1 definition of output.41.2.2 an overview of comprehensible output hypothesis.41.2.3 functions of output.51.2.3.1 the “noticing/triggering” function.51.2.3.2 hypothesis testing.61.2.3.3 the meta-linguistic function.6clarification of relevant

7、concepts. 92.1 acquisition vs. learning.92.2 second language vs. foreign language.10the relationship between input and output.113.1 input precedes output.133.2 output supplements input.14the balance between language input and language output in tefl classes for chinese students.174.1 the importance

8、of balance between language input and language output.184.2 classroom activities.194.2.1 roughly-tuned input.204.2.2 finely-tuned input.214.2.3 communicative output.21conclusion.22references.23acknowledgements.24 literature review1.1 input hypothesisinput hypothesis, advanced by krashen, a famous am

9、erican applied linguist, in the late 1970s and the early 1980s, is an all-round theory concerning second language acquisition (sla). meanwhile, it is the most influential and controversial theory in second language acquisition research. such influences still exist till now. krashens input hypothesis

10、 is similar to chomskys theory on first language acquisition in some respects, such as the function of language acquisition device (lad) in the process of language learning.krashen states that language input plays an identical part with language acquisition device. together with language input, a le

11、arner can construct a series of internal expressions of a good language, in other words, construct an independent language system outside the learners first language (jia guanjie, 1996).according to krashen, an important condition for language acquisition to occur is that the acquirer understands (v

12、ia hearing and reading) input language that contains structure “a bit beyond” his or her current level of competence. in other words, the language which learners are exposed to should be just far enough beyond their current competence that they can understand most of it but is still challenged to ma

13、ke progress.krashens widely known and well-accepted theory of second language acquisition has had a large impact in all areas of second language research and teaching since the 1980s. the theory consists of five main hypotheses.(1) the acquisition-learning hypothesiskrashen believed that adults have

14、 two different ways to develop competence in a language, namely, language acquisition and language learning.language acquisition is a subconscious process not unlike the way a child learns language. language acquires are not consciously aware of the grammatical rules of the language, but rather develop a “feel” for correctness. language learning, on the other hand, refers to the “conscious knowledge of a second language, knowing the rules, being aware of them and being able to talk about them.” thus language learning can be compared t