试论语言输入与语言输出在二语习得中的作用OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisition毕业论文设计.docx

毕业论文OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisitionXX学院毕业论文OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisitionABSTRACTNowadays,thephenomenonoffakeprosperityinlanguageteachinginChinahassparkedahotdebate.ManylanguagelearnerswhotakepartinexamssuchasIELTSandBECfindthatitisdifficulttogetahighscoreinspeakingandwritingcomparedtolisteningandreading.Inaddition,manycollegestudentswhopassedtheexamofCET4andCET6cannotuseEnglishappropriately,eventhoughtheyhavelearnedthislanguageforover10years.TherootofthisphenomenonisthatChinesestudentsalwaysneglecttheimportanceofachievingabalancebetweenlanguageinputandlanguageoutinsecondlanguageacquisition.Thispapermainlyanalysesthereasonwhylanguagelearnersshouldpayattentiontothebalancebetweenlanguageinputandlanguageoutput,aswellastheimportantroleoflanguageinputandlanguageoutputinsecondlanguageacquisitionKeyWords:languageinputlanguageoutputsecondlanguageacquisition试论语言输入与语言输出在二语习得中的作用如今，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ContentsAbstract摘要.II1.iteratureReview.1.1InputHypothesis*1.1.1AnOverviewofInput.31.1.2TheLimitationsofInputHypothesis.31.2OutputHypothesis41.2.1DefinitionofOutput.41.2.2AnOverviewofComprehensibleOutputHypothesis*41.2.3FunctionsofOutput.51.2.3.1The“Noticing/Triggering”Function51.2.3.2Hypothesis.6Testing1.2.3.3TheMeta-IinguisticFunction6!ClarificationofRelevantConceptsQU2.1AcquisitionVS.Learning.92.2SecondLanguageVS.Foreign1.anguage.10IIITheRelationshipbetweenInputandOutput.111.1 InputPrecedesOutput-133. 20utputSupplementsInput14IVTheBalancebetweenLanguageInputandLanguage.-17OutputinTEFLClassesforChineseStudents4. 1TheImportanceofBalancebetweenLanguageInputandLanguage0utput184.2ClassroomActivities,.194.2.1Roughly-tunedInput204 .2.2Finely-tunedInput215 .2.3CommunicativeOutput21VConclusion22References23AcknowledgementsILiteratureReview1.1 InputHypothesisInputHyPothesis,advancedbyKrashen,afamousAmericanappliedlinguist,inthelate1970sandtheearly1980s,isanall-roundtheoryconcerningsecondlanguageacquisition(SLA).Meanwhile,itisthemostinfluentialandcontroversialtheoryinsecondlanguageacquisitionresearch.Suchinfluencesstillexisttillnow.Krashen,sInputHypothesisissimilartoChomsky,stheoryonfirstlanguageacquisitioninsomerespects,suchasthefunctionofLanguageAcquisitionDevice(LAD)intheprocessoflanguagelearning.KrashenstatesthatlanguageinputplaysanidenticalpartwithLanguageAcquisitionDevice.Togetherwithlanguageinput,alearnercanconstructaseriesofinternalexpressionsofagoodlanguage,inotherwords,constructanindependentlanguagesystemoutsidethe1earner,sfirstlanguage(JiaGuanjie,1996).AccordingtoKrashen,animportantconditionforlanguageacquisitiontooccuristhattheacquirerunderstands(viahearingandreading)inputlanguagethatcontainsstructure“abitbeyond,hisorhercurrentlevelofcompetence.Inotherwords,thelanguagewhichlearnersareexposedtoshouldbejustfarenoughbeyondtheircurrentcompetencethattheycanunderstandmostofitbutisstillchallengedtomakeprogress.Krashen,swidelyknownandwell-acceptedtheoryofsecondlanguageacquisitionhashadalargeimpactinallareasofsecondlanguageresearchandteachingsincethe1980s.Thetheoryconsistsoffivemainhypotheses.(I)Theacquisition-learninghypothesisKrashenbelievedthatadultshavetwodifferentwaystodevelopcompetenceinalanguage,namely,languageacquisitionandlanguagelearning.1.anguageacquisitionisasubconsciousprocessnotunlikethewayachildlearnslanguage.Languageacquiresarenotconsciouslyawareofthegrammaticalrulesofthelanguage,butratherdevelopa"feel"forcorrectness.1.anguageLearning,ontheotherhand,referstothe“consciousknowledgeofasecondlanguage,knowingtherules,beingawareofthemandbeingabletotalkaboutthem.''Thuslanguagelearningcanbecomparedtolearningaboutalanguage.Theacquisition-learningdistinctionisthemostfundamentalofallthehypothesesinStephenKrashen,Stheoryandthemostwidelyknownamonglinguistsandlanguagepractitioners.(2)ThemonitorhypothesisThelanguagethatonehassubconsciouslyacquirediiinitiatesourutterancesinasecondlanguageandisresponsibleforourfluency,''whereasthelanguagethatwehaveconsciouslylearnedactsasaneditorinsituationswherethelearnerhasenoughtimetoedit,isfocusedonform,andknowstherule,suchasonagrammartestinalanguageclassroomorwhencarefullywritingacomposition.ThisconsciouseditoriscalledtheMonitor.Themonitorhypothesisexplainstherelationshipbetweenacquisitionandlearninganddefinestheinfluenceofthelatterontheformer.Themonitoringfunctionisthepracticalresultofthelearnedgrammar.(3)ThenaturalorderhypothesisThenaturalorderhypothesisisbasedonKrashen,sresearchfindingswhichsuggestedthattheacquisitionofgrammaticalstructuresfollowsanaturalorder,whichispredictable.(4)TheinputhypothesisTheinputhypothesisanswersthequestionofhowalanguageacquirerdevelopscompetencyovertime.Itstatesthatalanguageacquirerwhoat“leveli“mustreceivecomprehensibleinputthatisat“leveli+l.,Weacquire,inotherwords,onlywhenweunderstandlanguagethatcontainsstructurethatis“alittlebeyond,wherewearenow.TheinputhypothesisistheresultofKrashen,sattempttoexplainhowthelearneracquiresasecondlanguage.Inotherwords,thishypothesisisKrashen,sexplanationofhowsecondlanguageacquisitiontakesplace.(5)TheaffectivefilterhypothesisMotivation,self-confidence,andanxietyallaffectlanguageacquisition,ineffectraisingorloweringthe“stickiness”or“penetration”ofanycomprehensibleinputthatisreceivedTheaffectivefilterhypothesisembodiesKrashen,sviewthatanumberofaffectiveVariableswplayafacilitative,butnon-causal,roleinsecondlanguageacquisition.Thesesvariablesincludemotivation,self-confidenceandanxiety.1.1.1 AnOverviewofInputInputisprobablyoneofthemostimportantconceptsinSLA.TherelationbetweeninputandSLAisalwaysakeyaspectinthefieldofSLA.Input,itself,includesallthelanguagesignals,i.e.words,phrasesandsentencesofoneparticularlanguage,andsignalsfromotherlanguagethatmaybebroughtinthroughtranslation,comparisonandsoon.Inlanguagelearningitmeansthelinguisticmaterialtowhichthelearnerisexposed,i.e.the1earner,sexperienceofthetargetlanguageinallitsmanifestations(SharwoodSmith,1993).Intheclassroomteaching,theeffectoflinguisticinputiscloselyconnectedwiththestrategyforitstransmissiontothestudents.Itseemstobeadirectandinformativesignalwhichconveyssemanticsense(Andersen,1981;Larsen-Freeman,1991;Nunan,1995).Inlanguageacquisition,inputplaysanindispensablerole.However,theroleofinputinlanguageacquisitionisalwaysacontroversialquestion.BehavioristsandMentalistsdiffergreatlyonit.1.1.2 TheLimitationsofInputHypothesisWeshouldalsopointoutthattherearemanylimitationstotheInputHypothesistheory.First,Krashenemphasizestheimportanceofinputinlanguageacquisition,butthedefinitionofinputisnarrow,asheadvocatesnaturalinputwhileneglectingnon-naturalinput,thisisimpossibleforChineselearnersofEnglishtobeintherealsituationofcommunication.What,smore,Krashenemphasizesmuchmoreontheinputthanoutput;thiswillimpedestudents,communicativeability.Krashentheoryalsoneglectstheroleoflearnersthemselves,withoutpositivemotivationandattitudeoflearningforeignlanguage;theinputalonewouldnotbeenoughforSLA.1.2 OutputHypothesisAmongmanymethodsandtechniquesthataimtofacilitatethedevelopmentofthe1earner,sfirstlanguagegrammar,theroleofoutputinSLAisrelativelyunexplored.AcommonassumptionisthatoutputisonlyanindicationofSLAthathasalreadytakenplaceanddoesnotplayanysignificantroleinlanguageacquisitionprocess(Krashen,1985).ButthisassumptionhascomeintoquestionsincethepublicationofSwain,s(1985)seminalarticle,inwhichtheOutputHypothesiswasfirstproposed.1.3 .!DefinitionofOutputSwainputforwardthetheoryofiiOutputHypothesisninrelationtosecondlanguageacquisition.Inherwork,thereappearedsometermssynonymouswithoutputsuchasuProducinglanguage,(Swain,1995:125),“producingthetargetlanguage”，languageperformance,“usingthelanguage,and“speakingorwriting”(Swain,1995:127),and''productionoruse”(Swain&Lapkin,1995:371).ItseemsthatoutputinSwain,stermisdynamic;itnotonlyreferstothelanguageproducedbylearnersbutalsotheprocessofproducingthetargetlanguage.WewilladoptSwain,sviewofoutputhere.ThedefinitionofoutputcanbefoundinLongmanDictionaryofLanguageTeaching&AppliedLinguisticsaspartofthatof“input”:(inlanguagelearning)languagewhichalearnerhearsorreceivesandfromwhichheorshecanlearn.Thelanguagealearnerproducesisbyanalogysometimescalled“output”(Richards,J.C.,Platt,J.&Platt,H.,2000:227).Inthiscase,outputsimplymeansthelanguagealearnerproducescomparedwithwhatthelearnerreceives.1.2.2AnOverviewofComprehensibleOutputHypothesisBasedonfindingsfromstudiesthatSwainconductedonimmersionstudentsinCanada,shefoundthatalthoughimmersionstudentswereprovidedwitharichsourceofcomprehensibleinput,theirinterlanguageperformancewasstilloff-target,thatis,theywereclearlyidentifiableasnon-nativespeakersorwriters(Swain,1984,1985).Shethereforedoubtedwhethercomprehensibleinputonitsownissufficientforsecondlanguageacquisition.Outputhelpsusmakeourknowledgemore“automatic”throughpracticeandbyprovidingadomainforerrorcorrection,whichhelpsusarriveatabetterversionofourrule.Thisapproachisalsoknownas"directteaching,orformalinstruction.Thecomprehensibleoutputhypothesismaintainsthatlanguageacquisitionoccurswhenwesaysomethingandourconversationalpartnerdonotunderstand,forcingustonoticeagapinourcompetence.Wethentryagainuntilwearriveatthecorrectversionoftherule.Swain,shypothesisabouttheroleofoutputinforeignlanguagelearningandhernotion,outputindialogue,hasbeneficiallyenlargedourscopeanddeepenedourunderstandingabouthowtheprocessofoutputproductioncanfacilitatelearningprocess.Allherideasaboutoutputcanbeconciselygeneralizedinonesentence:1earners,productionofthetargetlanguageinaspecificcontextcanfacilitatetheirlearningprocess,leadingtotheirimprovementsofthetargetlanguage.1.2.3FunctionsofOutputInappliedlinguistics(initsnarrowsense),muchworkhasbeenfocusedontheroleofinputandcomprehension.Althoughtheimportanceofoutputhaddrawnattentionfromsomewesternresearchers,nosystematicstudyofithadbeenconducteduntilSwain,s(1985,1995)researchofCanadianimmersionprogram.Thesituationathomeisevenmoreunsatisfactory.Sofarasthiswriterknows,thereislittlestudythatisconcernedwiththefunctionofoutputinChina,sforeignlanguageteaching.Sincethefunctionofoutputtoenhancethefluencyhasnowbeenwidelyknownandaccepted,Swaindoesnotincludethisinherhypothesis.Instead,sheproposestheotherthreefunctionsthatoutputservesinpromotingaccuracy.1.2.3.IThe“Noticing/Triggering”FunctionThe“noticing/triggering“functionisalsoreferredtoasconsciousness-raisingfunction.Swain(1995)arguesthatlanguageproductionmaytriggerlearners,noticingofproblemsexistingintheirinter-language,thatis,inproducingthetargetlanguage,learnersmaynoticeagapbetweenwhattheywanttosayandwhattheycansay,leadingthemtorecognizewhattheydon,tknow,orknowonlypartiallyofproducingthetargetlanguagemaypromptsecondlanguagelearnerstoconsciouslyrecognizesomeoftheirlinguisticproblems;itmaybringtotheirattentionsomethingtheyneedtodiscoverabouttheirL2(Swain,1995:125-126).Thismaytriggercognitiveprocesswhichmightgeneratelinguisticknowledgethatisnewforlearners,orwhichconsolidatetheirexistingknowledge(Swain&Lapkin,1994).SwainandLapkinfoundthattherewere190occasionsinwhichstudentsencounteredalinguisticproblemintheiroutput.Ineachcasethestudentsforcedthemselvestomodifytheiroutputtowardgreatermessagecomprehensibility.Thatis,communicativeneedsforcedstudentstomovefromsemantictosyntacticanalysisofthetargetlanguage.SwainandLapkin(Swain&Lapkin,1994:384)arguedthat“oneachoccasion,thestudentsengagedinmentalprocessingthatmayhavegeneratedlinguisticknowledgethatisnewforthelearner,orconsolidatedexistingknowledge.,Inotherwords,itwasarguedthatintheprocessofmodifyingtheirILutterancesinthedirectionofgreatercomprehensibility,L2learnerswereengagedinsomerestructuringofsystemwhichaffectedtheiraccesstotheknowledgebase,andthatthisrestructuringprocesswaspartofsecondlanguagelearning.1.2.3.2HypothesisTestingThesecondroleofoutputishypothesistesting.Producingoutputisawayoftestingahypothesisaboutcomprehensibilityorlinguisticfeedback obtained relates directly to Swain. By producing by being pushed in can be more accuratewell-formednessoftheirinter-languageagainstfromtheinterlocutors.Thisfunctionofoutputthenotionofcomprehensibleoutputproposedbyoutput,learnerscantesttheirhypotheses,andtheprocessofnegotiationofmeaning,learnersintheirproduction.Sometimesthisoutputinvokesfeedbackwhichcanleadlearnerstomodifyor“reprocess“theiroutput.Speakingallowsthespeakertocontroltheagendaandtotakerisksandlookforfeedbackonthepointsofuncertaintyinadevelopinggrammar(Swain,1995).Severalstudieshavebeenconductedtotestthisfunction.Theresultsfromthestudiesrelatedtothehypothesis-testingfunctionofoutput(Nobuyoshi&Ellis,1993;Pica,1988,1992;Pica,Holliday,Lewis&Morgenthaler,1989;Takashima,1994)showthatlearnersoftenmodifytheiroutputinresponsetothelinguisticdemandsofcomprehensibleoutputmayhavealong-termeffect.1.2.3.3TheMeta-IinguisticFunctionThemeta-linguisticsreferstothetotalsumofknowledgeaboutlanguagewhichlearnershave.Itisanembryonicformaboutlinguisticform,structureandsystemwhichtheyobtainedbyreflectionandanalysis.Itisclaimedthataslearnersreflectupontheirowntargetlanguageuse,theiroutputservesameta-linguisticfunction,enablingthemtocontrolandinternalizelinguisticknowledge(Swain,1995:126).Inotherwords,outputmaycausethelearnertoengageinmoresyntacticprogressingthanisnecessaryforthecomprehensionofinput.Thissyntacticprogressingmayleadtomodifiedorreprocessedoutput-apossiblesteptowardlanguageacquisition.Theresultsofthestudiesfocusingonthemeta-linguisticfunctionofoutput(Dnato,1994;Lapierre,1994;Swain,1995)lendsomesupporttotheclaimthatproducinglanguageandreflectiononitinanattempttocreatemeaninghavepositiveeffectsonlanguagelearningprocess.Learnersobtainmeaningbynegotiation;thecontentofnegotiationisthestructuralformoflanguagerelatingtheformoflanguagewiththemeaningtheyattempttoexpress,learnersexpressthemeaningwithlanguage,andthenreflecttheformoflanguage.Sooutputcancausethelearnertoengageinsyntacticallybasedprocessingfromsemanticallybasedprocessing.Ingeneral,theimportanceofoutputinlearningmaybeconstruedintermsofthelearners,activedeploymentoftheircognitiveresources.Inotherwords,itispositedthattheoutputrequirementpresentslearnerswithuniqueopportunitiestoprocesslanguagethatmaynotbedecisivelynecessaryforsimplecomprehension.InproposingtheOutputHypothesis,Swain(1985)arguedthatproducingthetargetlanguage(TL)mayserveas“thetriggerthatforcesthelearnerstopayattentiontothemeansofexpressionneededinordertosuccessfullyconveyhisorherownintendedme