下载文档原格式
332019年46期总第486期ENGLISH ON CAMPUS 输入和输出假设理论对大学英语阅读教学的启示文/仵 宁 孙 瑞 苏 琴【摘要】语言输入和语言输出是二语习得的两个重要方面。
本文以输入和输出假设理论为指导，探讨了输入和输出假设理论在大学英语阅读教学中的应用，以期为大学英语阅读教学提供参考。
【关键词】输入假设；输出假设；大学英语阅读教学【作者简介】仵宁(1983-)，女，陕西临潼人，延安大学西安创新学院，讲师，硕士，研究方向：英语教学；孙瑞，苏琴，延安大学西安创新学院。
假设理论指出只有当学习者接触到属于“i+l”水平的语言材料，才能对学习者的语言发展产生积极的作用。
因此教师要根据课时安排和学生的语言水平对阅读材料进行删减或增加。
阅读材料量过大有可能引起阅读疲劳或者输入和输出的失衡使学生产生学习心理障碍，阅读量不足不足以激发学生认知资源的输出。
适量难易度得当的输入能够满足学生的求知欲、增强学习的信心，从而激发学生的语言输出。
另外，课堂上要留有足够的时间，确保输出活动的有效进行。
3.增强阅读材料的关联性和兴趣性，多渠道拓宽语言输入。
语言输入能够顺利发生还要求输入材料的关联性和趣味性。
目前大学英语阅读材料的编写和选取大都与校园生活和社会生活相关，以主题为单元，这种模式符合理想输入的特点。
但个别文章过于专业化、知识化、陈旧化，容易挫伤学习者的阅读积极性，教师要对阅读材料做合理的取舍。
同时根据时代特点和学生水平选择性地补充阅读材料，鼓励学生课后主动广泛阅读近期国内外的英文报纸和杂志，以确保阅读内容的广泛性和语言的时代性。
其次，教师应充分利用现代多媒体手段，为学生提供真实地、多样化的语言学习材料。
4.加强语言输出训练，使学生在实践中掌握语言。
语言学习的最终目的是学习者利用所学的语言进行口头或笔头的交际，必须通过长期反复的苦练，夯实语言基础，并在实践中慢慢积累才能实现。
教师可以把阅读和口语输出活动结合在一起。
输出假设理论：历史与未来—MerrillSwain教授专访输出假设理论：历史与未来—Merrill Swain教授专访[ 2010-3-16 11:30:00 | ]Merrill Swain 博士是加拿大多伦多大学安大略教育学院资深教授，曾任美国应用语言学协会（AAAL）主席（1998-1999），现任国际应用语言学学会（AILA）副主席。
她提出的输出假设学说已为中国外语教学工作者所熟悉。
07年5月，Swain教授参加了由中国外语教育研究中心和外研社共同主办的Workshop on Immersion Programs and Sociocultural Theory专题研讨会并作了精彩的学术报告。
随后，在第五届中国英语教学国际研讨会暨第一届中国应用语言学大会上，Swain博士作了题为The Output Hypothesis: Its History and Its Future的主旨发言。
《外研之声》特邀毕业于多伦多大学安大略教育学院现代语言中心、现任中国外语教育研究中心专职研究员的杨鲁新博士对Swain教授进行了专访，在此刊出，以飨读者。
杨: Swain教授，非常感谢您接受这次访谈。
在中国，许多应用语言学学者和研究生都熟知您的输出假设理论。
您能谈一下该理论产生的背景吗？S: 这要追溯到上世纪80年代初期和中期的两个重要环境因素：一方面，当时二语习得研究的主导理论模式是信息加工理论（information processing theory）；另一方面，加拿大的法语浸入式教学研究盛行。
但是对浸入式教学的评估得到了一些意想不到的发现。
Krashen的输入假设理论（1982/1985）认为可理解的语言输入是实现二语习得的唯一必要、充分的条件。
假设语言学习者现有的语言水平是“i”，如果他/她能理解“i+1”的语言输入，他/她可能达到的语言水平则为“i+1”。
这也是为什么上世纪60年代末法语浸入式教学在加拿大刚开始时，家长和老师们对法语二语的教与学充满信心。
谈输出假设和大学英语口语教学摘要：在英语教学中，长期存在着轻输出的现象，学生无法顺畅地进行口语表达。
通过介绍swain的输出理论，进而提出了对口语教学的几点启示。
关键词：输出理论；口语教学；口语发展一、“输出理论”假设美国语言学家krashen（1982）提出了著名的“输入假说”，认为可理解性输出是语言习得的必要和充分条件。
但swain对加拿大学生法语沉浸式教学调查研究后发现，学习法语长达七年之久的加拿大学生，法语水平并不理想，特别是口语和写作方面。
基于以上研究，swain（1985）提出了“输出假设”理论，她认为可以理解输入在语言习得过程中固然重要，但是输出同样有它的重要性，它有助于促进使用语言的流利性和准确性。
swain（1995）对这一假设进行了更为明确的论述，认为输出可以从三个方面促进二语习得，即它的三个功能：1.输出具有引发注意的功能当学习者试图输出目标语时，他们能够注意到自己不能准确地说出或写出想要真正表达的意思。
换言之，某些情况下，输出目标语的活动能促使二语学习者注意或认识到自身的语言问题。
2.输出具有假设检测功能从学习者角度讲，输出有时是“试验运行（trial run）”即他们试着用恰当的目标语词汇或形式说出或写出自己的想法。
3.输出具有反省功能用语言来反省他人或自己输出的语言，从而促进第二语言的学习。
只输入不输出是不完整的语言学习，swain的“输出假设”弥补了krashen“输入假设”的不足，对英语教学有一定的启示。
二、大学英语口语课堂输出及其应用方面存在的问题英语课程改革的深入使得大学英语教学更注重学生英语口语表达能力的提高，但由于缺乏必要的语言环境，教师口语水平参差不齐，班级人数过多，考试制度等因素的影响，学生笔试成绩好，口语表达不完整。
再者，受中国传统文化的影响学生自尊心普遍较强，性格内敛。
其次，大学生来自五湖四海，一些中小城市或是乡镇的学生因本身存在语音差距而感到自卑，缺乏自信心也不敢开口，这样造成了大学口语课堂上，老师焦头烂额，学生却一言不发的尴尬现象。
语言输出假设对外语教学的启示【摘要】本文回顾了语言输出假设提出的背景，论述了它的三大功能。
针对我国外语学习的现状，作者提出输出假设对外语教学的三点启示，即：重审语言输出的重要作用；探索以语言输出为主的教学模式；积极创造语言输出环境，以期对提高学习者的语言运用能力有所帮助。
【关键词】语言输出假设外语教学语言输入一、引言上世纪后期，随着人们对语言教学本质认识的加深以及认知科学的发展，外语教学理论也发生了重大的变革。
传统的教学路子已不能适应时代的发展和现实的需要，教学法的使用呈现多元化的趋势。
语言教师更加关注学生的语言产出，着重发展学生的自主学习及独立思考的能力。
在这种背景下，加拿大二语习得研究博士merrill swain提出了语言输出假设（the output hypothesis）。
二、语言输出假设及其功能传统认为，语言输出是在大量的语言输入后自然产生的结果，语言习得应该将重点放在输入这一环节上。
研究人员该环节作了深入地探讨。
krashen（1985）提出，语言输入应该包含三个方面，即：可理解性，已知语言成分和略高于已知语言水平的成分。
这三个条件是促使语言习得发生的真正原因。
语言输入假设对外语教学有重要的启示作用，为教材编写，教学决策的制订（如分级教学），语言测试等提供了理论依据。
然而，外语教师越来越注意到这样一个事实：学习者经过一段时间的学习后，会出现一种“自相矛盾”的现象。
他们了解的语言知识与表现出的语言知识大相径庭，足够的语言输入未必能够导致当量的输出。
针对这一现象，swain（1985）提出了可理解性输出（comprehensible output），发表了不同的看法。
她（2005）认为，导致这一结果的真正原因不在语言输入的质量上，而是学习者缺乏使用目的语言的压力，没有足够的机会用目的语进行交流。
为此，应该迫使学习者进行大量的语言输出练习，进而“检验目的语言的语法结构和词汇和语言使用的得体化，促进语言的自动化，有效地促进二语习得”。
毕业论文（2016届）Application of the Output Hypothesis Theory in Junior MiddleSchool Oral English Teaching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2016年5月15日摘要在英语学习中，口语是极为重要和关键的一环。
对于我国大多数的英语学习者而言，其读写能力往往胜过听说能力，这是较为令人担忧的状况。
我国新一轮基础教育课程改革强调培养学生的综合语言运用能力，要求加强口语教学。
但是传统的初中英语口语教学往往只注重多形式的输入，却忽视了更为重要的输出，从而导致“哑巴英语”的现象仍然极为普遍。
本文分析了Swain的输出假设理论对英语教学的影响和作用，提出在初中英语口语教学中，教师应当设置恰当的口语教学任务，提供充足的相关度高的口语输入材料，同时努力提高学生口语学习的主观能动性，让学生尽可能多地参与到口语学习的各个环节，同时要建立多样化的评估方式，包括教师指导之下的学生的自评、同伴互评和教师的积极有效的评价和反馈，这样才能更好地实现口语的有效输出，从而更好地提高初中学生的口语表达能力。
关键词:口语教学；输出假设理论ABSTRACTIt is a worrying situation that for most English learners in China, their reading and writing abilities are far better than their listening and speaking abilities. The emphasis of o ur country‟s new round of basic education curriculum reform lies on the cultivation of students‟ comprehensive language use. At the traditional oral English class, teachers pay more attention to the various forms of the input, but ignore the corresponding output, which is of greater importance. So it is not uncommon to see the phenomenon of “dumb English”. In this paper, the effects and the functions of Swain‟s output hypothesis theory to English teaching is analyzed. It is suggested that in oral English teaching, teachers should set proper oral English teaching task and provide sufficient high correlation spoken input materials. Meanwhile, it‟s necessary to make efforts to improve students‟oral English learning initiative so as to improve their participation in all aspects of oral English learning. Furthermore, various evaluation methods should be established, including students‟ self-assessment under the guidance of teachers, peer assessment and teachers‟ positive and effective evaluation and feedback. Only in this way can we achieve effective oral output and improve junior middle school students‟ oral expression ability.Key Words: Oral English teaching; output hypothesis theoryTable of Contents摘要 (I)ABSTRACT (II)1 Introduction (1)1.1 Current Situation of Oral English Teaching Abroad (1)1.2 Domestic Situation of Oral English Teaching Current (2)2 Output Hypothesis Theory and Input Hypothesis Theory (4)2.1 Input Hypothesis Theory and Its Defects (4)2.1.1 Input Hypothesis Theory (4)2.1.2 Defects of Input Hypothesis Theory (4)2.2 Merrill Swain‟s Output HypothesisTheory (5)2.2.1 Generation of Output Hypothesis Theory (5)2.2.2 Three Functions of Output Hypothesis Theory (5)2.3 Development of the Output Hypothesis Theory (7)3 Implementation of Output Hypothesis Theory in Oral English Teaching (7)3.1 T eachers‟ Role (7)3.1.1 Offering Feasible Tasks (8)3.1.2 Providing Appropriate and High Correlation Input (8)3.1.3 Improving Students‟ Subjective Initiative in Oral English Learning (8)3.1.4 Providing Effective Feedback (9)3.2 Students‟ Tasks (9)3.2.1 Completing the Output Task. (9)3.2.2 Searching for New Materials (9)3.2.3 Preparing for the Output Activity (10)3.3 Multiple Ways of Evaluation (10)3.3.1 Teachers Evaluation (10)3.3.2 Self-evaluation (11)3.3.3 Peer Evaluation (11)4 Conclusion (12)Acknowledgments (13)References (14)1 Introduction1.1Current Situation of Oral English Teaching AbroadEach language consists of four basic parts: listening, speaking, reading and writing. To learn a language, these four are indispensable. For most English learners, listening and speaking are often weak links. There are many educators have done some of the importance of spoken language. The following are the views of several famous scholars: N. Chomsky believed that no one would be born to speak, and people can communicate with others only by much practice. The Father of Application linguistic in British thought that, to learn English, you need to open your mouth, to read, to say. Linguist Thomas D. HYMES(1974:1)said, language refers not only ability of whether one can make grammatical sentence, but also the ability of whether one can apply it properly. He said speech is an important form of language and a significant way in communication.If we really want to know the oral English very well, then it is quiet important to have a basic study of SLA. Second language acquisition research was formed in the late 1960s, early 70‟s, so far, more than thirty years of history. And 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 language input and interactive environment, which relates to the one‟s cultural background, social status and so on. Then the inner factors can be divided into several parts which included language transfer, theory of language acquisition mechanism, language universality research and language monitoring mode, etc. and simply to say, the inner factors are related to the learner‟s 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 past 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 Schumann‟s Ac-cultural Model, Krashen‟s comprehensible Input Hypothesis and Gass, Ellis theories once really popular. 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 Long and the Output Hypothesis put forth by Merrill Swain. Output theory originated in 1980s, it caused a new round of research upsurge, many scholars from the original only attention to the input of research and transfer to thecommon 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 listening, 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.1.2 Domestic Situation of Oral English TeachingSpeaking as a part of the output, its importance is obviously. Scholars both at home and abroad have explained the significance of oral English. Of course, it is not enough to combine theory with the theory, but also to discuss the importance of oral English in the present education form of our country. With the economic globalization, the deepening of China's reform and opening up, China closely link the western countries by the cultural communication, trade cooperation, traveling, academic exchange, etc. For trade cooperation, the most important part is negotiation which request excellent oral ability. For traveling, we sometimes want to communication with the local people or we need to ask the way which both needs good oral English. It is just a very small part which can show the importance of oral English. Therefore to learn a second language especially English is extremely important. Furthermore, our country's new round of basic education curriculum reform emphasizes the cultivation of students' comprehensive language use, strengthen oral English teaching, and put the spoken language in a more prominent position. Even in some areas, oral test in primary school is start popular.Every country has curriculum, our country is no exception. At the stage of compulsory education English curriculum overall goal is to cultivate students' preliminary comprehensive ability of using the language, and the English learning to promote the mental development of the students, improve the students' comprehensive cultural literacy. Comprehensive language application abilities are of language skills, language knowledge, emotion and attitude, learning strategies and cultural awareness and other aspects of the overall development of the above. Language knowledge and language skills is a comprehensive ability to use language; cultural awareness is helpful in correctly understanding of language and the appropriate use of language; positive emotional attitude is conducive to promoting students' active learning and sustainable development; effective learning strategies is to improve the learning efficiency and development of autonomous learning ability. These five aspects complement each other, and jointly promote the formation and development of the comprehensive ability of usinglanguage.In the stage of compulsory education English curriculum should be able to make the students to learn English and use English, language development using ability and interpersonal skills, form a positive emotional attitude and effective learning strategies. ; shall be such as to enable students to experience the English rich cultural connotation in the process of learning and using English, especially understanding cultural differences, the formation of cultural awareness and preliminary cross cultural communicative competence of a cross preliminary.From the point of view of some famous scholars or educators, it is self-evident the importance of oral English. Some focus on the way, some focus on the function of each one has its own merits. At the same time, we can also see that our country now attaches great importance to English learning and popularization. English involves all aspects of life. The reform of the national curriculum standard of spoken English and ascend to a new level, to sum up, oral English is very important.It is good to see that our country pay more attention to students‟communicative competence. But still there are big problems of junior middle school students' oral English teaching.Firstly, influenced by the examination-oriented education, most of the teaching methods cannot achieve the outline of the standard released by the Ministry of Education. In other words, in order to achieve the teaching objectives, many teachers usually pay more attention to the students‟reading or writing ability; the students‟oral expression ability is usually ignored or weakened. Secondly, insufficient emphasis is put on the teaching of pronunciation. Many teachers do not pay attention to the students' pronunciation is correct or not, do not focus on the students' pronunciation and intonation, what they only care about is what students say. Thirdly, the common level of teachers is not advanced. Schools do not have a dedicated teacher; teacher resources are not strong enough. Fourthly, because of the over class size, fewer opportunities to practice is given the students. The class is of overpopulation so that students do not have the time or opportunity to express themselves one by one. Fifthly, lack the necessary language environment. Students‟ oral communication is based on the false context; there is no real desire to communicate. Moreover, the school does not have a good oral environment, the lack of a number of associations or English corners and the like. These problems encourage us to make further exploration on English oral teaching methods of the juniormiddle school so as to improve the standard of teaching and to enhance students' speaking ability.2Output Hypothesis Theory and Input Hypothesis Theory2.1Input Hypothesis Theory and Its DefectsKrashen is a very famous linguist in second language acquisition area. In the early 80s of the 20th century, the theory development becomes the basis for widely known as five hypotheses: Acquisition Learning hypothesis, The Natural Hypothesis, The Monitor Hypothesis, The Input hypothesis and The Effective Filter Hypothesis, of which the most important is the Input Hypothesis.2.1.1Input Hypothesis TheoryKrashen thinks that the only way to get a language is to accept a large amount of comprehensible input. 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 of 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 know ledges, their previously acquired linguistic knowledge and extra-linguistic contexts such as pictures and other visuals. When learners receive enough input and understand it, acquisition is …unavoidable‟ and …cannot be prevented‟ (Krashen, 1985, P.4).Language acquisition is achieved through listening comprehension. Verbal expression is the result of language acquisition, not 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 the right amount of the next language structure and the opportunity to review the structure. 2.1.2Defects of Input Hypothesis TheoryKrashen made a significant contribution to the field of SLA by understanding the important role of input in language acquisition. However, his views cannot be tested and unrealistic 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 teaching environment that can meet the theory.Last, each student's level of learning and learning ability is not consistent; a large number of inputs may be to some extent caused by the chaos of low ability students, not to say that they automatically generate language structure.2.2Merrill Swain’s Output Hypothesis Theory2.2.1Generation of Output Hypothesis TheoryIn 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. However, the ability to speak and write in an immersion student is far less than the level of French speaking students. Swain‟s 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 language. 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.2.2.2Three Functions of Output Hypothesis TheoryLanguage teaching practice, 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 learner‟s ability to speak and write. However, in the perspective of communicative 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.The first function is called as noticing function which aims at finding out the problem. The noticing function refers that output of target language activities will enable learners to consciously recognize the existence of their own language difficulties or problems, and pay attention to the target language in the field of unknown or poorly lack of knowledge. That is, the output can stimulate learners to pay attention to the manner of expression, improve the knowledge gap consciousness, and activate cognitive process. Through this cognitive process, learners can acquire new knowledge of the language, or consolidate the original knowledge. When the learners output the target language, they cannot accurately express the meaning which helps to realize their language learningproblems 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. 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 knowledge.The second function is called as hypothesis-test function which aims at seeking solutions. Hypothesis-test function refers that learning are in the process of inter-language development, often the output as an attempt new linguistic form or structure of a method, attempts to lose out to test their hypothesis which is proper, which is inappropriate, as soon as possible in order to achieve the communication. That is to say, this function leads learners to deal with the problem that try, and on the basis of feedback to modify the output. In 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 learners to revise their language output, thus better promote the absorption of language. Cite a simple example, when students to express a traditional Chinese word “land of fish and rice”, he may learn English in expression of “a land flowing with honey and milk” then expressed through their own understanding and integration, and the expression which most people recognized and accepted. By which he has achieved the hypothesis testing function.The third function is metal-linguistic function which focuses on resolving the problems. The learner uses the target language to analyze and reflect on the target language, such as form, structure, etc., which are output by themselves 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. Learner‟s internal language and social knowledge can only highlight the advantages and defects of the content and form through the output. In fact, the effects of met linguistic function are the most prominent. Because most Westerners are not familiar with Chinese culture and history, so we need to put the implicit background knowledge in a clear description, to do some exchanges before the foundation, so as to make foreigners understand. In China, cultural communicative environment is weak, resulting in China English often used to describe and explain suchpractices in supplement that is to use language to analyze and describe language.For example, in the introduction of Zongzi to foreigners can say: “Zongzi is a pyramid-shaped mass of glutinous rice wrapped in leaves.” Here, students use English to explain the meaning of Zongzi. Therefore, only the language output, students can learn to use language to describe and explain what you want to express the content, nature also can lead to a profound understanding of the language.2.3Development of the Output Hypothesis TheoryBoth at home and abroad, the theory hypothesis of Swain has been criticized and inherited. In addition to the three major functions proposed by, Skehan (1999) added two additional features: 1) develop a personal voice. 2) develop discourse skills. Sun Yan, Wang Dawei (2003) control study of the input and output on the development of oral English teaching effect, and the input first output secondary 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. 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 the output teaching method, a new type of teaching method: task based output teaching method.3Implementation of Output Hypothesis Theory in Oral English Teaching Strategies3.1T eachers’ RoleWith the implementation and deepening of new curriculum reform, teacher's role has also undergone a significant change. The teacher is no longer the superior; the teacher is also no longer the inculcation of knowledge. As for the teachers in the classroom, they retire from the main body position and the students returned to the classroom. Teachers should become the guide of students, inspire, stimulate students to explore and innovate. Junior middle school oral English class is the most flexible class. If teachers have the right baton of command, then class lively, students can effectively improve oral English. Therefore, teachers not only need to change their traditional roles, and combined with the three functions of output hypothesis, to promote solid oral English teaching.3.1.1Offering Feasible TasksTeachers should meet the students' current level of output task arrangement or slightly higher than the actual level. Task form sought to diversify, according to different themes, were unscripted speech (teacher offer a topic and let students express one by one) and debate team (a subject of debate and life related, guide the students to think in English, and answer), role playing (to mimic the accent of American movies in the West), Dubbing Contest (a parody of the famous the plot of the movie scene, under the influence of culture at the same time also improve your oral English) form. In the course of the task, the most important is to have the layout of the authenticity of communicative tasks. The difficulty of the target language should be appropriate. If the task assigned is irrelevant to the real world, for example, if students are asked to make analysis of the causes for the origin of the earth, many students will encounter language barriers, leading students simply uninterested to complete. The teacher should play their wisdom, to the real task arrangement of novel and close to life. Such as the introduction of traditional Chinese festivals and customs, students are usually interested of Chinese food culture, if you want a good representation of the diet culture, students in the language barriers encountered will actively take the initiative to solve. Therefore, it is with a trigger function corresponding.3.1.2Providing Appropriate and High Correlation InputAlthough the final purpose of speaking is the output, but the input is also quite important. Teachers should according to different levels of task, to provide students with high correlation, innovative, targeted materials. For example, when a class holds a dubbing game, teachers should give students several different kinds movie plots .For boy, the movie of hero, kung fu, war is better; for girl, maybe the movie of animal, Disney cartoons is better. Totally to say, the input should be targeted and high relevant. Meanwhile, it is quite necessary to solve the new words and difficult sentence structure in advance. Then to the formal classroom students only need to put in their roles, and even imitate the movie characters unconsciously in oral English accent, naturally there will be a relative increase.3.1.3Improving Students’ Subjective Initiative in Oral English LearningThere are many ways to improve students‟ oral expression ability , but one of the most critical is that improve students‟ oral English learning initiative, let the students be involved in all aspects of oral English learning as much as possible. In the classroom,teachers should give priority to the target language, use the native language when necessary. Outside the classroom, teachers should play a leading role, to use the target language to communicate as much as possible, which enable students to form a habit, improve the awareness of oral expression. Then teacher should seize the child's psychological characteristics and set the reward punishment system. When the teacher arrange a task, let each group choose a representation to do the relevant records, and give the feedback of who do the best. On the one hand, it can effectively improve the enthusiasm; on the other hand, it can play a role model for other students.3.1.4Providing Effective FeedbackWhether it is the teaching of listening, reading or oral English, teachers' feedback is particularly important. Because English spoken language is one of the most flexible links, the teachers‟ feedback requirements are relatively high. Teachers‟ feedback should be targeted, timely and various. In terms of targeted, feedback should be based on the student's classroom response, according to the degree of difficulty of knowledge and combine the performance of students, then make effective feedback. In other words, teachers should listen to what students express and make specific guidance. After they answer the questions, after they finish the task, after they finish the homework, teachers should give feedback in the first time. Lastly, feedback should have different forms. Different occasions to have different forms of feedback, verbal feedback, written feedback, electronic file bags, etc.3.2 Students’ Tasks3.2.1 Completing the Output Task.The task here does not refer to the specific tasks assigned by the teacher; the task here means that students can consciously find their deficiencies in the oral output and raise awareness of the knowledge gap activate their cognitive processes. For example, if you want to prepare a speech about the Spring Festival, students will encounter many difficult words in some degree, they know the Chinese, but it‟s hard to express by English. So this time the task of students is try their best to list the difficult points, and mobilize their existing resources to resolve such as dictionary.3.2.2 Searching for New MaterialsAccording to the input material which given by teachers to have targeted learning. Rely on the material which offered by teacher is not enough, the students must play their own initiative, to access more information related to the subject. Also take SpringFestival as an example, after they resolve the language difficulties, the next step is to focus on the content. Spring Festival, including all aspects, the basic necessities of life are all embodied, the teacher may just provide the information of customs, then students should try their best to develop it. May be in the process, the learners will create some new structures, to record and have the discussion of teachers and students, selected what is appropriate and what is not appropriate.3.2.3 Preparing for the Output ActivityAccording to the tasks assigned by the teacher, the students should play their main role. The students should actively cooperate with the teacher; do the preparatory work of oral expression. If the task is difficult, students can adopt the method of group cooperation. Some students find information, a part of the students can do with the writing, some students can design the PPT, and other part of the students can make the summary. Finally the whole group can discuss the results with each other. It can not only arouse the enthusiasm of the students, but also can find their deficiency of language.3.3 Multiple Ways of Evaluation3.3.1 Teacher EvaluationEvaluation is actually another form of feedback. Our country is advocating quality education, new curriculum standard requires teacher to change evaluation methods. The evaluation method must be diversified, and the teacher cannot take a single test result as the estimation of the students' ability. Establish learning portfolios is a good way which let students to participate in the evaluation process. When given an oral task, students and teachers both should record their work in detail, which can be treated as the important reference index of students‟ final mark. Daily learning performance evaluation is also an effective evaluation method. In other words, we are now advocating the formative evaluation which focuses on students' enthusiasm to class and initiative to explore the theme activities and performance involved all aspects of learning. In oral tests, teachers should adopt the evaluation mode, even if the students' performance in the final test is not ideal, but according to the usual learning attitude, learning efficiency, teacher can make a comprehensive evaluation. Teachers should evaluate the students according to the performance before class, in class, after class, depending on their participation, expression ability, and autonomous learning awareness and to inspect the project, carries on the overall assessment.。
输出理论与英语口语教学论文第一篇：输出理论与英语口语教学论文摘要：在我国英语教学中，长期存在着重输入轻输出的现象，学生无法顺畅地进行口语表达。
文章对输出理论的三大功能进行了简要的介绍，指出口语教学必须重视语言输出，从而提高学生的口语水平。
关键词：输出理论口语教学英语教学语言的输入和输出是二语习得研究的两大重要问题。
有了获取语言知识的渠道，学习者才可能习得语言；而通过语言输出，人们可以了解到学习者是如何习得语言以及语言水平如何。
上个世纪八十年代初，Krashen提出了“输入假设”，认为学习者习得语言的方式只有一种，即通过大量可理解性输入。
许多学者认为，仅有语言输入对于语言习得是不充分的，当学习者听到语言输入时，通常无需调动句法知识就可以理解语言的意义。
一、输出假设理论及其功能1985年，Swain提出了输出理论——通过口头或者书面语言的产生，学习者就能习得或学习语言。
Swain通过对加拿大的法语沉浸式教学进行调查研究，学校里以英语为母语的学生的一些课程全部由法语教授。
然而，他们尽管在听力与阅读理解方面得到了提高，但是在写作和口语方面却表现出了语法准确性方面的劣势。
这表明，仅有语言输入对于习得语言形式和语言结构是不足的，要习得一门语言，必须鼓励学习者进行语言输出，并且在使用目标语时注重语言形式的正确性。
Swain提出了输出在二语习得中的三大功能。
1.输出能引起学习者对语言的注意在使用目标语的过程中，学习者可能会遇到语言问题，从而使他们注意到他们所不知道的或者只知道一部分的目标语知识。
1994年，Swain和Lapkin做了一项实验，检验学习者注意到语言问题之后的认知过程。
被试者是法语沉浸式教学项目的八年级学生，平均年龄13岁，他们使用有声思维方法。
他们要为一份报纸写一篇关于环境问题的文章，在写作过程中，他们要使用这种有声思维方法，说出他们在写作过程中遇到的问题。
从这些有声思维材料中摘选和语言有关的情节，其中40%和语言有关的情节中学习者都注意到了语言形式。
二语习得的论文1. 引言二语习得是指人们在掌握第一语言（母语）之后学习和习得第二语言（非母语）的过程。
对于许多人来说，学习第二语言是一项重要的任务，无论是为了适应国际交流的需要，还是为了获得更广阔的职业发展机会。
本文将探讨二语习得的理论基础、习得过程中的关键因素以及有效的学习策略。
2. 二语习得的理论基础2.1 习得假设二语习得的理论基础之一是习得假设。
习得假设认为，人类习得第二语言的过程类似于母语习得过程，即通过与他人的交流和使用语言的实践来逐渐掌握第二语言。
这与传统的语法翻译法有所不同，后者强调语法规则和词汇的规则性学习。
2.2 自然顺序假设自然顺序假设认为，在学习第二语言的过程中，不同语言的特点和语法规则会按照一定的顺序被习得。
研究表明，学习者常常先掌握第二语言中最常用的词汇和基本的语法结构，然后逐渐习得更复杂的语言现象。
这一假设对于教学的组织和设计具有指导意义。
2.3 输出假设输出假设认为，通过积极参与口语和书面交流，学习者可以提高第二语言的习得水平。
这一假设强调了实际使用语言的重要性，鼓励学习者积极参与沟通活动，不断提升语言表达能力。
3. 二语习得的关键因素3.1 学习者个体差异个体差异是影响二语习得过程的一个重要因素。
不同个体在学习能力、学习策略和学习态度方面存在差异，这些差异会影响他们对第二语言习得的效果和速度。
3.2 输入环境输入环境指学习者接触和使用第二语言的环境。
一个良好的输入环境可以提供大量的语言输入和真实的语言交流机会，有利于学习者的语言习得过程。
3.3 学习者动机和情感因素学习者的动机和情感状态对二语习得过程有着重要影响。
积极的动机和积极的情感状态有助于提高学习者的学习兴趣和投入度，从而促进他们的语言习得。
4. 有效的学习策略4.1 意识化学习策略意识化学习策略是指通过有意识地关注语言的形式和结构，来提高语言习得效果的策略。
学习者可以通过分析语言现象、记忆规则和词汇等方式，加深对语言的理解和掌握。
“输出驱动假设”理论指导下的中医药大学英语教学改革探索一、“输出驱动假设”理论加拿大多伦多大学的教授Merrill Swain 于1985 提出了“输出假设理论”：学习者不仅需要可理解的输入，更需要可理解的输出。
之后，Swain不断发展她的理论，先后提出并反复论证输出假设的三大功能及其在语言习得中的作用：①输出能引起学习者对语言问题的注意（noticing/triggering）；②输出能对目标语的结构及语义进行假设（hypothesis-testing）；③输出具有元语言功能（metalinguistic function）。
Swain认为，说和写的语言产出性运用有助于学习者检验语句结构和词语使用，促进语言运用的自动化，有效地达到语言学习的目的。
1.国外研究综述。
“输出假设”理论一提出就引起各国学者的关注，Yu 从一个英语学习者的角度出发，以在说英语国家遇到的交际策略为例，验证了可理解输出的必要性，并提出：输出假设不仅是对输入假设的补充，还纠正了输入假设的不足。
Skehan指出语言输出还有另外两个功能：①语言输出能培养学习者的话语能力；②能树立个人的话语风格（personal voice），建立自信。
Izumi等人通过有指导的写作和短文重构两种输出任务做试验，检验输出假设的主义功能。
当然，对输出假设也有不同的声音，Krashen对可理解输出假设提出四个疑惑并对其功能表示质疑。
Shehadeh认为尽管我们对Swain输出假设研究已有几十年，但仍缺乏证据证明学习者的语言输出、输出话语的调整对语言学习有明显效果。
Izumi 和Biglow认为这是因为大部分的研究仅停留在假设层面，而不是证明输出是否对语言习得有作用，并且是如何起作用的。
基于“输出假设”理论，专家们进行了不同的教学实践：Swain和Lapkin对比研究了同伴间互动（peer interaction）学习活动，发现在意义丰富的语境中注意语言形式更有助于语言习得；Swain，Brooks和Tocalli研究了同龄对话（peer dialogue）活动对语言习得的推动作用；在Swain和Lapkin的研究中，她们发现有意义的交际任务可以引导学生在构建意义的同时注重语言形式的准确性。
