输出假设理论文献综述

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1、文 献 综 述（2016届）输出假设理论在初中英语口语教学中的应用学 院英语学院专 业英语班 级英语1208班学 号0307120828学生姓名吕银燕指导教师徐华日 期2015年12月28日Literature Review1. Introduction1.1 Background of the second language acquisitionSecond language acquisition research was formed in the late 1960s, early 1970s, so far, more than thirty years of history. A

2、nd in recent years, the research of the second language acquisition has been deeply studied. There are mainly two kinds of factors affecting second language acquisition: the outer factor and the inner factor. The former mainly includes two aspects: one is the social environment, the other is the lan

3、guage input and interactive environment which relates to the ones cultural background, social status and so on. Then the inner factors can be divided into several parts which include language transfer, theory of language acquisition mechanism, language universality research and language monitoring m

4、ode, etc. And simply to say, the inner factors are related to the learners attitudes, personalities, cognitive ability, etc. Among these factors, input is one of the most important factors influencing SLA, just as Gass (1997:1)said:“ without input no individual can learn a second language. In the pa

5、st two decades, input theory has attracted wide attention, and foreign language teaching researchers have mainly focused their attention on the input. And a series of studies such as Schumanns Acculturation Model(1978), Krashens comprehensible Input Hypothesis and Gass & Ellis theories once really p

6、opular. With the in-depth study of the input theory, some scholars have found out the drawbacks and developed two new theories: the Interaction Hypothesis put forward by Michael Long(1996) and the Output Hypothesis put forth by Merrill Swain(1985).Output theory originated in 1980s, it caused a new r

7、ound of research upsurge, many scholars from the original only attention to the input of research and transfer to the common concern of the input and output. A large number of domestic and foreign researches have proved the positive effect of output on the second language acquisition which include l

8、istening, speaking reading and writing. With this big research background is still far from enough, the study should be combined with the actual situation of the domestic.2 Output Hypothesis2.1 Research Abroad2.1.1 input hypothesisThe United States Southern California University linguistics professo

9、r, Department of Krashen.S.D(1985). Defined second language acquisition as a subconscious process of language development very much like the process by which children acquire their L1 Learing refers to a conscious knowledge of the rules of grammar that is a product of instruction. He put forward “Th

10、e Monitor Model”, also called “Language Control Mode” or “Input Hypothesis” which produced huge influence for the process of second language acquisition research. In the early 80s of the 20th century, the theory development becomes the basis for more widely known five hypotheses: Acquisition Learnin

11、g hypothesis ,The Natural Hypothesis, The Monitor Hypothesis, The Input hypothesis and The Effective Filter Hypothesis, of which the most important is the Input Hypothesis.2.1.2 Main Input theoriesKrashen thinks that the only way to get a language is to accept a large amount of comprehensible input.

12、 Peoples attention is focused on the input of the information itself, rather than the form of language. For Krashen, appropriate input is input that contains structures (lexis, morphology, syntax, etc.) just one step beyond the learners current stage of linguistic development.One of the conditions o

13、f acquisition is that learners acquire a higher level of language input than the current level. He refers to this as i+1. According to Krashen (1983),learners can understand these unknown structures by relying on their world knowledge, their previously acquired linguistic knowledge and extra-linguis

14、tic contexts such as pictures and other visuals. When learners receive enough input and understand it, acquisition is “unavoidable” and “cannot be prevented” (Krashen,1985:4).Language acquisition is achieved through listening comprehension. Verbal expression is the result of language acquisition, no

15、t its cause. As long as the amount of comprehensible input is sufficient, it will automatically provide the necessary syntax. A language teacher does not need to explain the language structure in a natural order, because a sufficient comprehensible input will automatically provide the learner with t

16、he right amount of the next language structure and the opportunity to review the structure.2.1.3 The defects of the input theoryKrashen made a significant contribution to the field of SLA by understanding the important role of input in language acquisition. However, his views are untestable and unre

17、alistic for application in actual classrooms. We are not be sure that how much comprehensible input is optimal. This is extremely hard to investigate and Krashen remains vague on this point. Furthermore, Enter the required context is also very difficult to achieve, most schools do not have the teach

18、ing environment that can meet the theory. Last, each students level of learning and learning ability is not consistent, a large number of input may be to some extent caused by the chaos of low ability students, not to say that they automatically generate language structure2.2 Merrill Swains Output H

19、ypothesis2.2.1 Generation of Output HypothesisIn the 1960s, Swain and Lapkin in Canadian French immersion teaching of tracking study found that, in some French listening and reading comprehension test, immersion students scores and age in French speaking student achievement is almost the same. Howev

20、er, the ability to speak and write in an immersion student is far less than the level of French speaking students. Swains explanation is that teachers only pay attention to whether the students understand the content, and ignore the accuracy and appropriateness of the expression of the target langua

21、ge. From this Swain concluded that comprehensible language input is not the necessary and sufficient condition of the two language learning, and the important role of language output in the two language learning process cannot be ignored.2.2.2 Three functions of Output HypothesisLanguage teaching pr

22、actice, such as Canadian French immersion program shows that a large number of comprehensible inputs can help improve learners listening and reading ability, a large number of comprehensible language output is helpful to the learners ability to speak and write. However, in the perspective of communi

23、cative competence, the fluency and accuracy of language expression are equally important. So to achieve the purpose of assisting the two language learning, language output must have three main functions: Triggering Function, the hypothesis-test function and meta-linguistic function.Noticing Function

24、When the learners output the target language, they cannot accurately express the meaning which helps to realize their language learning problems and then shift to pay attention to the relevant input consciously to solve these problems. The role of this function is reflected in two cognitive steps: 1

25、. learners to recognize their own language problems - cannot be expressed or wrong to express 2 rely on their existing knowledge or other ways such as the dictionary to solve problems. Therefore, this function helps to consolidate the existing knowledge of the language, or learn new knowledgeHypothe

26、sis-test FunctionIn order to express the needs of learners, it will temporarily generate some vocabulary or syntactic form, which is the language hypothesis, and through the other side of the reaction or feedback to confirm whether the hypothesis is correct. This assumption will actively urge learne

27、rs to revise their language output, thus better promote the absorption of language. Mackeys (2002) study has an excellent example of hypothesis testing from a learners perspective. The learner is reacting to an interaction episode in which she, another learner and a teacher are involved. We always c

28、ould hear the learner ask the other person involved, like “Can I say it that way? or “I dont know if thats right, is it?” Therefore, the feedback from the opposite side is meaningful for learner because learner could be informed of his words right or be understood. If learners were not testing hypot

29、hesizes, then changes in their output would not be expected following feedback.Meta-linguistic FunctionThis idea originates with Vygotskys sociocultural theory. The learner uses the target language to analyze and reflect on the target language, such as form, structure, etc., which are output by them

30、selves or others. Swain believes that language output is a cognitive tool of human beings, plays the role of the media, On the one hand, the external world is internalized, on the other hand, it will be the inner psychological activities. Learners internal language and social knowledge can only high

31、light the advantages and defects of the content and form through the output. As Smagorinsky (1998: 172-173) says, “ the process of rendering thinking into speech is not simply a matter of memory retrieval, but a process through which thinking reaches a new level of articulation.” In addition to the

32、three major functions proposed ,Skehan (1999) added two additional features: 1)develop a personal voice. 2)to develop discourse skills.2.3 Domestic researchNot only the abroad, but more noteworthy is that our domestic scholars have done considerable research on the output theory. The theory hypothes

33、is of Swain has been criticized and inherited. Chinas famous linguist Wei Naixing in 1994 for the first time mentioned Swains comprehensible output. Sunyan, Wang Dawei (2003) control study of the input and output on the development of oral English teaching effect, and the input first output secondar

34、y point of view. Wen Qiufang (2008) put forward the output driven hypothesis on the basis of the output hypothesis of Swain (1985) to promote the realization of the reform of English major skill courses. Lu Renshun (2002)believes that the role of language output should be paid more attention in the

35、practice of foreign language teaching. Gu Qi (2009) summarized the problems that need to be improved in the research of the input and output, and put forward the research prospects of the input and output. Liu Yan (2010) through the combination of task based teaching method and the significance of t

36、he output teaching method, a new type of teaching method: task based output teaching method. 2.4 Comments A theory is proposed that there will always be supporters and critics. Theoretically, criticism on Comprehensible Output Hypothesis mainly comes from Krashen. Krashen (1998) listed several diffi

37、culties the Comprehensible Output Hypothesis encountered: (1) output and especially comprehensible output is too scarce to make a real contribution to linguistic competence; (2) high levels of linguistic competence are possible without output; (3) there is no direct evidence that comprehensible outp

38、ut leads to language acquisition. Compared with numerous input language learners can encounter, the comprehensible output is obviously small. And if the students are pushed to produce out, they will feel uncomfortable and more anxious. All in all, foreign researchers mainly for the three functions o

39、f the study, and the scholars of our country based on the combination of teaching practice, on this basis, put forward some new teaching methods. Wen Qiufangs output driven hypothesis is undoubtedly a very good innovation.3 ConclusionsOral English teaching has always been a key point and input and o

40、utput theory provides us with a good framework for us to explore, but in summary, we can see that both the input and output theory has its advantages and limitations, we should to make a deeply analyze based on the cultural background and learning ability of the learners, Krashen and Swains theory m

41、ay does not necessarily apply to all foreign students, whether Swain or Krashen, they are studying the object of young learners. That is to say, the scientific nature of the theory still needs a lot of time to study. Nobody can assure theory must suitable for our junior high school students. Secondl

42、y, it is not important to pay attention to the theory itself, but how to apply it to the practice of oral English teaching according to the output theory and the actual situation of our country. This thesis will discuss how to improve the students oral English ability combine with the new curriculum

43、 standards according to the Swains Output Hypothesis.参考文献1 Block,D.The Social Turn in Second Language Acquisition M. Beijing: World Book Inc Beijing Company,2012:26-30.2 Canale M, Swain M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing J. Applied Linguistics, 1

44、980(1):1-47.3 Ellis R. The study of second language acquisition J. Study of Second Language Acquisition, 1994, 10(1):59-67.4 Krashen S. Comprehensible output? J. System, 1998, 26(2):175-182.5 Swain, M. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue D. The Onta

45、rio Institute for Studies in Education of TheUniversity of Toronto, 2000:97-114.6 Swain, M. Three functions of output in second language learning. In G.Cook&B.Seidlhofer(eds.),Principles and Pratice in Applied Linguistics: Studies in Honour of H.G. Widdowson. M. Oxford University Press:125-144.7 Swa

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