语言输出理论

and excitement about the teaching and learning of French as a
second language (FSL). In these programs, English speaking
children were taught some or all of their curriculum in French
(or write) precisely the meaning theywk.baidu.comwish to convey. In other words, under
some circumstances, the activity of producing the target language may prompt
• 针对Krashen提出的语言输入假设中的不足,二语习得研究者Swain在 1985年提出了语言输出假设(the Output Hypothesis),她反对大量 可理解性输入对语言习得所起的决定性作用。Swain 认为,尽管理解 输入语对二语学习很重要,但并不能保证学习者在语法准确性方面达 到近似本族语者的水平。学习者只有通过使用所学语言才能达到这 一点。
• Swain(1995)在对加拿大的法语沉浸式教学进行调查时发现, 课堂上 教师讲多听少,学生听多讲少,大部分时间都用于做笔记。
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Three functions
• Swain( 1995) 在其语言输出假设中阐述了输出对语言习得的作用: 1. 注意/ 触发功能( the noticing/ triggering function) ; 2. 假设验证功能 ( the hypothesis function) ; 3. 元语言功能( the meta-linguistic function) 。
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Merrill Swain
• Introduction: Merrill Swain is a Professor in the Curriculum, Teaching and Learning Department at the Ontario Institute for Studies in Education (OISE) at the University of Toronto.
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Different interpretation of the word “output”.
• In the 1980s, the word “output” was used to indicate the outcome, or product, of the language acquisition device. Output was synonymous with “what the learner has learned”. There has been a shift in meaning from the 80 s to now from output being understood as a noun, a thing, a product to output being understood as a verb, an action, a process.
beginning with the start of school (early immersion), around
grade 4 or 5 (mid immersion), or around grade 6 or 7 (late
immersion). Evaluation after evaluation was conducted of
•
First, output
The claim here is that
has
while
a noticing / triggering function.
attempting to produce the target language (vocally
or silently (sub-vocally)), learners may notice that they do not know how to say
语言输出
content
• Background • Immersion programs in Canada Conclusion • Output • Merrill Swain • The Output Hypothesis • Three functions • Future directions • The opinion of Stephen Krashen and assessment • References
Immersion programs in Canada
加拿大沉浸计划
The initiation of French immersion programs in Canada in the
late1960s infused parents and teachers with renewed energy
• Contribution: (1) She developed the output hypothesis; (2) She is also known for her work with Michael Canale on communicative competence.
BACK
语言输出假说(The Output Hypothesis)
these programs
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Conclusion
• Swain(1995)在对加拿大的法语沉浸式教学进行调查时发现, 课堂上 教师讲多听少,学生听多讲少,大部分时间都用于做笔记。
• Swain 认为出现这种现象的重要原因之一，在于学习者缺少语言输 出机 会，从事语言实践活动太少。
• 基于这些观察，Swain 得出如下结论：尽管“可理解性输入”对语 言习得来说很重要，但不足以充分开发学习者的二语精炼能力。要 想提高中介语的流利程度和准确性，学习者不仅需要“可理解性输 入”，也需要“可理解性输出”。