On_the_Role_of_Language_Input_and_Language_Output_in_Second_Language_Acquisition英语毕业论文.doc
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1、 毕业论文On the Role of Language Input and Language Output in Second Language Acquisition毕业论文诚信承诺书本人郑重承诺:我所呈交的毕业论文On the Role of Language Input and Language Output in Second Language Acquisition是在指导教师的指导下,独立开展研究取得的成果,文中引用他人的观点和材料,均在文后按顺序列出其参考文献,论文使用的数据真实可靠。北京理工大学珠海学院2010届本科生毕业论文On the Role of Language I
2、nput and Language Output in Second Language AcquisitionABSTRACTNowadays, the phenomenon of fake prosperity in language teaching in China has sparked a hot debate. Many language learners who take part in exams such as IELTS and BEC find that it is difficult to get a high score in speaking and writing
3、 compared to listening and reading. In addition, many college students who passed the exam of CET4 and CET6 cannot use English appropriately, even though they have learned this language for over 10 years. The root of this phenomenon is that Chinese students always neglect the importance of achieving
4、 a balance between language input and language out in second language acquisition. This paper mainly analyses the reason why language learners should pay attention to the balance between language input and language output, as well as the important role of language input and language output in second
5、 language acquisitionKey Words: language input language output second language acquisition试论语言输入与语言输出在二语习得中的作用摘 要 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
6、“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.Literature Review.11.1 Input Hypothesis.11.1.1 An Overview of Input.31.1.2 The Limitations of Input Hypoth
7、esis.31.2 Output Hypothesis.41.2.1 Definition of Output.41.2.2 An Overview of Comprehensible Output Hypothesis.41.2.3 Functions of Output.51.2.3.1 The “Noticing/Triggering” Function.51.2.3.2 Hypothesis Testing.61.2.3.3 The Meta-linguistic Function.6Clarification of Relevant Concepts. 92.1 Acquisitio
8、n VS. Learning.92.2 Second Language VS. Foreign Language.10The Relationship between Input and Output.113.1 Input Precedes Output.133.2 Output Supplements Input.14The Balance between Language Input and Language Output in TEFL Classes for Chinese Students.174.1 The Importance of Balance between Langua
9、ge Input and Language Output.184.2 Classroom Activities.194.2.1 Roughly-tuned Input.204.2.2 Finely-tuned Input.214.2.3 Communicative Output.21Conclusion.22References.23Acknowledgements.24IV Literature Review1.1 Input HypothesisInput Hypothesis, advanced by Krashen, a famous American applied linguist
10、, in the late 1970s and the early 1980s, is an all-round theory concerning second language acquisition (SLA). Meanwhile, it is the most influential and controversial theory in second language acquisition research. Such influences still exist till now. Krashens Input Hypothesis is similar to Chomskys
11、 theory on first language acquisition in some respects, such as the function of Language Acquisition Device (LAD) in the process of language learning.Krashen states that language input plays an identical part with Language Acquisition Device. Together with language input, a learner can construct a s
12、eries of internal expressions of a good language, in other words, construct an independent language system outside the learners first language (Jia Guanjie, 1996).According to Krashen, an important condition for language acquisition to occur is that the acquirer understands (via hearing and reading)
13、 input language that contains structure “a bit beyond” his or her current level of competence. In other words, the language which learners are exposed to should be just far enough beyond their current competence that they can understand most of it but is still challenged to make progress.Krashens wi
14、dely known and well-accepted theory of second language acquisition has had a large impact in all areas of second language research and teaching since the 1980s. The theory consists of five main hypotheses.(1) The acquisition-learning hypothesisKrashen believed that adults have two different ways to
15、develop competence in a language, namely, language acquisition and language learning.Language acquisition is a subconscious process not unlike the way a child learns language. Language acquires are not consciously aware of the grammatical rules of the language, but rather develop a “feel” for correc
16、tness. Language Learning, on the other hand, refers to the “conscious knowledge of a second language, knowing the rules, being aware of them and being able to talk about them.” Thus language learning can be compared to learning about a language.The acquisition-learning distinction is the most fundam
17、ental of all the hypotheses in Stephen Krashens theory and the most widely known among linguists and language practitioners.(2) The monitor hypothesisThe language that one has subconsciously acquired “initiates our utterances in a second language and is responsible for our fluency,” whereas the lang
18、uage that we have consciously learned acts as an editor in situations where the learner has enough time to edit, is focused on form, and knows the rule, such as on a grammar test in a language classroom or when carefully writing a composition. This conscious editor is called the Monitor.The monitor
19、hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar.(3) The natural order hypothesisThe natural order hypothesis is based on Krashens research findings whic
20、h suggested that the acquisition of grammatical structures follows a “natural order” which is predictable.(4) The input hypothesisThe input hypothesis answers the question of how a language acquirer develops competency over time. It states that a language acquirer who at “level i” must receive compr
21、ehensible input that is at “level i+1.” We acquire, in other words, only when we understand language that contains structure that is “a little beyond” where we are now.The input hypothesis is the result of Krashens attempt to explain how the learner acquires a second language. In other words, this h
22、ypothesis is Krashens explanation of how second language acquisition takes place.(5) The affective filter hypothesisMotivation, self-confidence, and anxiety all affect language acquisition, in effect raising or lowering the “stickiness” or “penetration” of any comprehensible input that is receivedTh
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