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

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1、毕业论文OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisitionXX学院毕业论文OntheRoleofLanguageInputandLanguageOutputinSecondLanguageAcquisitionABSTRACTNowadays,thephenomenonoffakeprosperityinlanguageteachinginChinahassparkedahotdebate.ManylanguagelearnerswhotakepartinexamssuchasIELTSandBECfindt

2、hatitisdifficulttogetahighscoreinspeakingandwritingcomparedtolisteningandreading.Inaddition,manycollegestudentswhopassedtheexamofCET4andCET6cannotuseEnglishappropriately,eventhoughtheyhavelearnedthislanguageforover10years.TherootofthisphenomenonisthatChinesestudentsalwaysneglecttheimportanceofachiev

3、ingabalancebetweenlanguageinputandlanguageoutinsecondlanguageacquisition.Thispapermainlyanalysesthereasonwhylanguagelearnersshouldpayattentiontothebalancebetweenlanguageinputandlanguageoutput,aswellastheimportantroleoflanguageinputandlanguageoutputinsecondlanguageacquisitionKeyWords:languageinputlan

4、guageoutputsecondlanguageacquisition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

5、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.41.2.2AnOverviewofCompre

6、hensibleOutputHypothesis*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 Inpu

7、tPrecedesOutput-133. 20utputSupplementsInput14IVTheBalancebetweenLanguageInputandLanguage.-17OutputinTEFLClassesforChineseStudents4. 1TheImportanceofBalancebetweenLanguageInputandLanguage0utput184.2ClassroomActivities,.194.2.1Roughly-tunedInput204 .2.2Finely-tunedInput215 .2.3CommunicativeOutput21VC

8、onclusion22References23AcknowledgementsILiteratureReview1.1 InputHypothesisInputHyPothesis,advancedbyKrashen,afamousAmericanappliedlinguist,inthelate1970sandtheearly1980s,isanall-roundtheoryconcerningsecondlanguageacquisition(SLA).Meanwhile,itisthemostinfluentialandcontroversialtheoryinsecondlanguag

9、eacquisitionresearch.Suchinfluencesstillexisttillnow.Krashen,sInputHypothesisissimilartoChomsky,stheoryonfirstlanguageacquisitioninsomerespects,suchasthefunctionofLanguageAcquisitionDevice(LAD)intheprocessoflanguagelearning.KrashenstatesthatlanguageinputplaysanidenticalpartwithLanguageAcquisitionDev

10、ice.Togetherwithlanguageinput,alearnercanconstructaseriesofinternalexpressionsofagoodlanguage,inotherwords,constructanindependentlanguagesystemoutsidethe1earner,sfirstlanguage(JiaGuanjie,1996).AccordingtoKrashen,animportantconditionforlanguageacquisitiontooccuristhattheacquirerunderstands(viahearing

11、andreading)inputlanguagethatcontainsstructure“abitbeyond,hisorhercurrentlevelofcompetence.Inotherwords,thelanguagewhichlearnersareexposedtoshouldbejustfarenoughbeyondtheircurrentcompetencethattheycanunderstandmostofitbutisstillchallengedtomakeprogress.Krashen,swidelyknownandwell-acceptedtheoryofseco

12、ndlanguageacquisitionhashadalargeimpactinallareasofsecondlanguageresearchandteachingsincethe1980s.Thetheoryconsistsoffivemainhypotheses.(I)Theacquisition-learninghypothesisKrashenbelievedthatadultshavetwodifferentwaystodevelopcompetenceinalanguage,namely,languageacquisitionandlanguagelearning.1.angu

13、ageacquisitionisasubconsciousprocessnotunlikethewayachildlearnslanguage.Languageacquiresarenotconsciouslyawareofthegrammaticalrulesofthelanguage,butratherdevelopafeelforcorrectness.1.anguageLearning,ontheotherhand,referstothe“consciousknowledgeofasecondlanguage,knowingtherules,beingawareofthemandbei

14、ngabletotalkaboutthem.Thuslanguagelearningcanbecomparedtolearningaboutalanguage.Theacquisition-learningdistinctionisthemostfundamentalofallthehypothesesinStephenKrashen,Stheoryandthemostwidelyknownamonglinguistsandlanguagepractitioners.(2)ThemonitorhypothesisThelanguagethatonehassubconsciouslyacquir

15、ediiinitiatesourutterancesinasecondlanguageandisresponsibleforourfluency,whereasthelanguagethatwehaveconsciouslylearnedactsasaneditorinsituationswherethelearnerhasenoughtimetoedit,isfocusedonform,andknowstherule,suchasonagrammartestinalanguageclassroomorwhencarefullywritingacomposition.Thisconscious

16、editoriscalledtheMonitor.Themonitorhypothesisexplainstherelationshipbetweenacquisitionandlearninganddefinestheinfluenceofthelatterontheformer.Themonitoringfunctionisthepracticalresultofthelearnedgrammar.(3)ThenaturalorderhypothesisThenaturalorderhypothesisisbasedonKrashen,sresearchfindingswhichsugge

17、stedthattheacquisitionofgrammaticalstructuresfollowsanaturalorder,whichispredictable.(4)TheinputhypothesisTheinputhypothesisanswersthequestionofhowalanguageacquirerdevelopscompetencyovertime.Itstatesthatalanguageacquirerwhoat“leveli“mustreceivecomprehensibleinputthatisat“leveli+l.,Weacquire,inotherw

18、ords,onlywhenweunderstandlanguagethatcontainsstructurethatis“alittlebeyond,wherewearenow.TheinputhypothesisistheresultofKrashen,sattempttoexplainhowthelearneracquiresasecondlanguage.Inotherwords,thishypothesisisKrashen,sexplanationofhowsecondlanguageacquisitiontakesplace.(5)Theaffectivefilterhypothe

19、sisMotivation,self-confidence,andanxietyallaffectlanguageacquisition,ineffectraisingorloweringthe“stickiness”or“penetration”ofanycomprehensibleinputthatisreceivedTheaffectivefilterhypothesisembodiesKrashen,sviewthatanumberofaffectiveVariableswplayafacilitative,butnon-causal,roleinsecondlanguageacqui

20、sition.Thesesvariablesincludemotivation,self-confidenceandanxiety.1.1.1 AnOverviewofInputInputisprobablyoneofthemostimportantconceptsinSLA.TherelationbetweeninputandSLAisalwaysakeyaspectinthefieldofSLA.Input,itself,includesallthelanguagesignals,i.e.words,phrasesandsentencesofoneparticularlanguage,an

21、dsignalsfromotherlanguagethatmaybebroughtinthroughtranslation,comparisonandsoon.Inlanguagelearningitmeansthelinguisticmaterialtowhichthelearnerisexposed,i.e.the1earner,sexperienceofthetargetlanguageinallitsmanifestations(SharwoodSmith,1993).Intheclassroomteaching,theeffectoflinguisticinputiscloselyc

22、onnectedwiththestrategyforitstransmissiontothestudents.Itseemstobeadirectandinformativesignalwhichconveyssemanticsense(Andersen,1981;Larsen-Freeman,1991;Nunan,1995).Inlanguageacquisition,inputplaysanindispensablerole.However,theroleofinputinlanguageacquisitionisalwaysacontroversialquestion.Behaviori

23、stsandMentalistsdiffergreatlyonit.1.1.2 TheLimitationsofInputHypothesisWeshouldalsopointoutthattherearemanylimitationstotheInputHypothesistheory.First,Krashenemphasizestheimportanceofinputinlanguageacquisition,butthedefinitionofinputisnarrow,asheadvocatesnaturalinputwhileneglectingnon-naturalinput,t

24、hisisimpossibleforChineselearnersofEnglishtobeintherealsituationofcommunication.What,smore,Krashenemphasizesmuchmoreontheinputthanoutput;thiswillimpedestudents,communicativeability.Krashentheoryalsoneglectstheroleoflearnersthemselves,withoutpositivemotivationandattitudeoflearningforeignlanguage;thei

25、nputalonewouldnotbeenoughforSLA.1.2 OutputHypothesisAmongmanymethodsandtechniquesthataimtofacilitatethedevelopmentofthe1earner,sfirstlanguagegrammar,theroleofoutputinSLAisrelativelyunexplored.AcommonassumptionisthatoutputisonlyanindicationofSLAthathasalreadytakenplaceanddoesnotplayanysignificantrole

26、inlanguageacquisitionprocess(Krashen,1985).ButthisassumptionhascomeintoquestionsincethepublicationofSwain,s(1985)seminalarticle,inwhichtheOutputHypothesiswasfirstproposed.1.3 .!DefinitionofOutputSwainputforwardthetheoryofiiOutputHypothesisninrelationtosecondlanguageacquisition.Inherwork,thereappeare

27、dsometermssynonymouswithoutputsuchasuProducinglanguage,(Swain,1995:125),“producingthetargetlanguage”，languageperformance,“usingthelanguage,and“speakingorwriting”(Swain,1995:127),andproductionoruse”(Swain&Lapkin,1995:371).ItseemsthatoutputinSwain,stermisdynamic;itnotonlyreferstothelanguageproducedbyl

28、earnersbutalsotheprocessofproducingthetargetlanguage.WewilladoptSwain,sviewofoutputhere.ThedefinitionofoutputcanbefoundinLongmanDictionaryofLanguageTeaching&AppliedLinguisticsaspartofthatof“input”:(inlanguagelearning)languagewhichalearnerhearsorreceivesandfromwhichheorshecanlearn.Thelanguagealearner

29、producesisbyanalogysometimescalled“output”(Richards,J.C.,Platt,J.&Platt,H.,2000:227).Inthiscase,outputsimplymeansthelanguagealearnerproducescomparedwithwhatthelearnerreceives.1.2.2AnOverviewofComprehensibleOutputHypothesisBasedonfindingsfromstudiesthatSwainconductedonimmersionstudentsinCanada,shefou

30、ndthatalthoughimmersionstudentswereprovidedwitharichsourceofcomprehensibleinput,theirinterlanguageperformancewasstilloff-target,thatis,theywereclearlyidentifiableasnon-nativespeakersorwriters(Swain,1984,1985).Shethereforedoubtedwhethercomprehensibleinputonitsownissufficientforsecondlanguageacquisiti

31、on.Outputhelpsusmakeourknowledgemore“automatic”throughpracticeandbyprovidingadomainforerrorcorrection,whichhelpsusarriveatabetterversionofourrule.Thisapproachisalsoknownasdirectteaching,orformalinstruction.Thecomprehensibleoutputhypothesismaintainsthatlanguageacquisitionoccurswhenwesaysomethingandou

32、rconversationalpartnerdonotunderstand,forcingustonoticeagapinourcompetence.Wethentryagainuntilwearriveatthecorrectversionoftherule.Swain,shypothesisabouttheroleofoutputinforeignlanguagelearningandhernotion,outputindialogue,hasbeneficiallyenlargedourscopeanddeepenedourunderstandingabouthowtheprocesso

33、foutputproductioncanfacilitatelearningprocess.Allherideasaboutoutputcanbeconciselygeneralizedinonesentence:1earners,productionofthetargetlanguageinaspecificcontextcanfacilitatetheirlearningprocess,leadingtotheirimprovementsofthetargetlanguage.1.2.3FunctionsofOutputInappliedlinguistics(initsnarrowsen

34、se),muchworkhasbeenfocusedontheroleofinputandcomprehension.Althoughtheimportanceofoutputhaddrawnattentionfromsomewesternresearchers,nosystematicstudyofithadbeenconducteduntilSwain,s(1985,1995)researchofCanadianimmersionprogram.Thesituationathomeisevenmoreunsatisfactory.Sofarasthiswriterknows,thereis

35、littlestudythatisconcernedwiththefunctionofoutputinChina,sforeignlanguageteaching.Sincethefunctionofoutputtoenhancethefluencyhasnowbeenwidelyknownandaccepted,Swaindoesnotincludethisinherhypothesis.Instead,sheproposestheotherthreefunctionsthatoutputservesinpromotingaccuracy.1.2.3.IThe“Noticing/Trigge

36、ring”FunctionThe“noticing/triggering“functionisalsoreferredtoasconsciousness-raisingfunction.Swain(1995)arguesthatlanguageproductionmaytriggerlearners,noticingofproblemsexistingintheirinter-language,thatis,inproducingthetargetlanguage,learnersmaynoticeagapbetweenwhattheywanttosayandwhattheycansay,le

37、adingthemtorecognizewhattheydon,tknow,orknowonlypartiallyofproducingthetargetlanguagemaypromptsecondlanguagelearnerstoconsciouslyrecognizesomeoftheirlinguisticproblems;itmaybringtotheirattentionsomethingtheyneedtodiscoverabouttheirL2(Swain,1995:125-126).Thismaytriggercognitiveprocesswhichmightgenera

38、telinguisticknowledgethatisnewforlearners,orwhichconsolidatetheirexistingknowledge(Swain&Lapkin,1994).SwainandLapkinfoundthattherewere190occasionsinwhichstudentsencounteredalinguisticproblemintheiroutput.Ineachcasethestudentsforcedthemselvestomodifytheiroutputtowardgreatermessagecomprehensibility.Th

39、atis,communicativeneedsforcedstudentstomovefromsemantictosyntacticanalysisofthetargetlanguage.SwainandLapkin(Swain&Lapkin,1994:384)arguedthat“oneachoccasion,thestudentsengagedinmentalprocessingthatmayhavegeneratedlinguisticknowledgethatisnewforthelearner,orconsolidatedexistingknowledge.,Inotherwords

40、,itwasarguedthatintheprocessofmodifyingtheirILutterancesinthedirectionofgreatercomprehensibility,L2learnerswereengagedinsomerestructuringofsystemwhichaffectedtheiraccesstotheknowledgebase,andthatthisrestructuringprocesswaspartofsecondlanguagelearning.1.2.3.2HypothesisTestingThesecondroleofoutputishy

41、pothesistesting.Producingoutputisawayoftestingahypothesisaboutcomprehensibilityorlinguisticfeedback obtained relates directly to Swain. By producing by being pushed in can be more accuratewell-formednessoftheirinter-languageagainstfromtheinterlocutors.Thisfunctionofoutputthenotionofcomprehensibleout

42、putproposedbyoutput,learnerscantesttheirhypotheses,andtheprocessofnegotiationofmeaning,learnersintheirproduction.Sometimesthisoutputinvokesfeedbackwhichcanleadlearnerstomodifyor“reprocess“theiroutput.Speakingallowsthespeakertocontroltheagendaandtotakerisksandlookforfeedbackonthepointsofuncertaintyin

43、adevelopinggrammar(Swain,1995).Severalstudieshavebeenconductedtotestthisfunction.Theresultsfromthestudiesrelatedtothehypothesis-testingfunctionofoutput(Nobuyoshi&Ellis,1993;Pica,1988,1992;Pica,Holliday,Lewis&Morgenthaler,1989;Takashima,1994)showthatlearnersoftenmodifytheiroutputinresponsetothelingui

44、sticdemandsofcomprehensibleoutputmayhavealong-termeffect.1.2.3.3TheMeta-IinguisticFunctionThemeta-linguisticsreferstothetotalsumofknowledgeaboutlanguagewhichlearnershave.Itisanembryonicformaboutlinguisticform,structureandsystemwhichtheyobtainedbyreflectionandanalysis.Itisclaimedthataslearnersreflect

45、upontheirowntargetlanguageuse,theiroutputservesameta-linguisticfunction,enablingthemtocontrolandinternalizelinguisticknowledge(Swain,1995:126).Inotherwords,outputmaycausethelearnertoengageinmoresyntacticprogressingthanisnecessaryforthecomprehensionofinput.Thissyntacticprogressingmayleadtomodifiedorr

46、eprocessedoutput-apossiblesteptowardlanguageacquisition.Theresultsofthestudiesfocusingonthemeta-linguisticfunctionofoutput(Dnato,1994;Lapierre,1994;Swain,1995)lendsomesupporttotheclaimthatproducinglanguageandreflectiononitinanattempttocreatemeaninghavepositiveeffectsonlanguagelearningprocess.Learner

47、sobtainmeaningbynegotiation;thecontentofnegotiationisthestructuralformoflanguagerelatingtheformoflanguagewiththemeaningtheyattempttoexpress,learnersexpressthemeaningwithlanguage,andthenreflecttheformoflanguage.Sooutputcancausethelearnertoengageinsyntacticallybasedprocessingfromsemanticallybasedproce

48、ssing.Ingeneral,theimportanceofoutputinlearningmaybeconstruedintermsofthelearners,activedeploymentoftheircognitiveresources.Inotherwords,itispositedthattheoutputrequirementpresentslearnerswithuniqueopportunitiestoprocesslanguagethatmaynotbedecisivelynecessaryforsimplecomprehension.InproposingtheOutputHypothesis,Swain(1985)arguedthatproducingthetargetlanguage(TL)mayserveas“thetriggerthatforcesthelearnerstopayattentiontothemeansofexpressionneededinordertosuccessfullyconveyhisorherownintendedme