语言输出理论课件
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BACK
语言输出理论
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wenku.baidu.com。
• 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”。
• The opinion of Stephen Krashen and assessment
• References
语言输出理论
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 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 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 these programs
语言输出理论
BACK
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.
• 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。
语言输出理论
BACK
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) 。
语言输出假说(The Output Hypothesis)
• 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。
语言输出
语言输出理论
content
• Background
• Immersion programs in Canada
Conclusion
• Output
• Merrill Swain
• The Output Hypothesis
• Three functions
• Future directions
• Contribution: (1) She developed the output hypothesis; (2) She is also known for her work with Michael Canale on communicative competence.
BACK
语言输出理论
语言输出理论
BACK
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.
语言输出理论
First, output has a noticing / triggering function.
• The claim here is that while attempting to produce the target language (vocally or silently (sub-vocally)), learners may notice that they do not know how to say (or write) precisely the meaning they wish to convey. In other words, under some circumstances, the activity of producing the target language may prompt second language learners to notice or recognize consciously some of their linguistic problems: it may bring their attention to something they need to discover about their second language (possibly directing their attention to relevant input). This awareness triggers cognitive processes that have been implicated in second language learning—ones in which learners generate linguistic knowledge which is new for them, or which consolidate their current existing knowledge (Swain & Lapkin 1995). There have been a number of carefully designed, experimental studies which have examined the effect of output on noticing and acquisition of particular target forms, including Swain’s research and his students research (e.g., Izumi 2002).
语言输出理论
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wenku.baidu.com。
• 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”。
• The opinion of Stephen Krashen and assessment
• References
语言输出理论
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 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 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 these programs
语言输出理论
BACK
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.
• 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。
语言输出理论
BACK
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) 。
语言输出假说(The Output Hypothesis)
• 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。
语言输出
语言输出理论
content
• Background
• Immersion programs in Canada
Conclusion
• Output
• Merrill Swain
• The Output Hypothesis
• Three functions
• Future directions
• Contribution: (1) She developed the output hypothesis; (2) She is also known for her work with Michael Canale on communicative competence.
BACK
语言输出理论
语言输出理论
BACK
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.
语言输出理论
First, output has a noticing / triggering function.
• The claim here is that while attempting to produce the target language (vocally or silently (sub-vocally)), learners may notice that they do not know how to say (or write) precisely the meaning they wish to convey. In other words, under some circumstances, the activity of producing the target language may prompt second language learners to notice or recognize consciously some of their linguistic problems: it may bring their attention to something they need to discover about their second language (possibly directing their attention to relevant input). This awareness triggers cognitive processes that have been implicated in second language learning—ones in which learners generate linguistic knowledge which is new for them, or which consolidate their current existing knowledge (Swain & Lapkin 1995). There have been a number of carefully designed, experimental studies which have examined the effect of output on noticing and acquisition of particular target forms, including Swain’s research and his students research (e.g., Izumi 2002).