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可理解性输入与输出假设论文：语言输入与输出对大学英语课堂互动效应的实验研究【中文摘要】Krashen的“输入假说”理论和Swain的“输出假说” 理论,在英语教与学上起到了很大的作用。在我国,传统的英语教学注重学生的语言输入,在很大程度上忽视了学生的语言输出,这使得学生的语言输入与输出出现了严重的失衡。大学英语是我国高等教育中一门重要的基础课程,其教学是培养学生用英语进行沟通与交流的能力,即语言运用能力。传统的英语教学采用讲授式、灌输式的单向交流模式,学生只是被动接受信息,几乎没有语言输出的机会,这非常不利于大学生英语学习动机的培养和语言运用能力的提高和发展。近些年来,随着教学改革的不断深入,中国的英语教师开始新的英语教学模式----互动教学,为学生营造良好的学习氛围,激发其学习动机,培养其学习兴趣,教师加强对学生的语言输入,通过互动,给学生提供的语言输出机会,来曾强学生的英语输出能力,进而提高他们的英语水平。这是我国大学英语教与学的关键所在,也是本文的研究。本实验随机抽取大连水产学院2010级大一新生120(N=120)人,并分为实验班和控制班,作为研究对象。实验班采用互动教学方法,而控制班仍采用传统的教学模式。本实验研究运用了定性与定量两种方法,数据的采集通过问卷调查、实验前测与后测,并运用SPSS16.0软件进行定量分析,采用独立样本t检测衡量样本差异的显著性,使本研究更具科学性。定性研究以访谈形式进行,是更深入认识和了解实验的结果。结果表明:实施互动式教学模式的实验班与采用传统教学模式的对照班之间在学生学业成绩反面存在极其显著性的差异,实验班明显优于控制班,可以看出:互动英语教学有效地促进了语言学习的输入与输出,进而使大学生的英语交际能力与英语成绩有了很大程度的提高。最后,本文提出本实验研究的不足之处,并提出对英语教学的相关建议,对未来的大学英语教学做了展望。【英文摘要】Thekrashen’s“inputhypothesis”theoryandtheswain’s“outputhypothesis”theoryplayaverysignificantroleinEnglishteachingandlearning.TraditionalEnglishteachinginChinatakesmoreinputforstudents,butignoresstudents’languageoutput,whichcausedtheseriousunbalanceofstudents’inputandoutput.CollegeEnglishisoneofthemostimportantbasiccoursesinChinesehighereducation.Theteachingaimistocultivatestudents’Englishcommunicativecompetence.TraditionalEnglishteachinguseslecturingtype,force-feedingofone-waycommunicationmode,studentsjustpassivelyreceivetheinformation,almosthavenolanguageoutputopportunity,thisisverydisadvantageousforthecultivationofuniversitystudents’Englishlearningmotivationandlanguageskillsimprovementanddevelopment.Inrecentyears,withthedeepeninganddevelopmentofthereforminEnglishCurriculum,ChineseEnglishteachersbegintouse newEnglishteachingmode-interactiveteachinginordertobuildgoodstudyatmosphereforthestudents,tomotivatetheirlearningmotivation,cultivatetheirinterestofEnglishlearning,teacherstrytostrengthenthelanguageinput,throughtheinteraction,toprovidestudentswithmorelanguageoutputopportunities,soastoimprovethestudents’capabilityoflanguageoutput,andimprovetheirEnglishachievementandlevel.ThisisourkeyofCollegeEnglishlearningandteaching,butalsothepurposeforthisresearch.Theexperimentisselectedrandomlyfromthefreshmen2011inDalianFisheriesUniversity(N=120),whoaredividedintotwogroups,oneisexperimentgroupandtheotheriscontrolgroup.Theformeronereceivestheinteractiveteachingapproach,andthelatteristaughtbythetraditionalmethods.Bothqualitativeandquantitativeanalysesaremadeinthestudy.Thedataarecollectedthroughquestionnaire,pre-testandpost-testandthenSPSS16.0softwareisutilizedtoorganizeandanalyzethecollecteddataquantitatively.Thettestoftheindependentsampleisconductedtomeasurethesignificantdifferencebetweenthetwogroups,whichmakethestudymorereliable.Thequalitativeanalysisiscarriedoutthroughtheinterviewinordertogainathoroughinsightinto theexperiment.Theresultrevealsthatthereisasignificantdifferenceinstudents’academicachievementsbetweentheexperimentgroupwhoadopttheinteractivelearningandthecontrolgroupwhoreceivethetraditionalmethods.Asisseen,theexperimentgroupisapparentlysuperiorintheimprovementoftheirperformancetothecontrolgroup.Theinteractiveteachingapproacheffectivelypromotestheinputandoutputinforeignlanguagelearningsoastoimprovestudents’abilitytocommunicate.Finally,thethesisputsforwardthedeficienciesoftheexperimentandsomerelevantrecommendationsforEnglishinstructionandmakesprospectforthefutureresearchinthereformofEnglishcurriculum.【关键词】可理解性输入与输出假设课堂互动互动式英语教学方法【英文关键词】ComprehensibleInputandOutputHypothesisClassroomInteractionInteractiveTeachingMethods【目录】语言输入与输出对大学英语课堂互动效应的实验研究摘要5-6Abstract6Chapter1Introduction10-131.1BackgroundoftheStudy10-111.2ObjectivesandSignificanceoftheStudy111.3StructureofThisThesis11-13Chapter2LiteratureReview13-232.1Theoretical Foundation13-192.1.1LanguageInputHypothesis13-142.1.2LanguageOutputHypothesis14-172.1.3CombinationofInputHypothesisandOutputTheory17-192.2RelatedStudiesonInputandOutputHypothesisAbroadandatHome19-222.2.1RelatedStudiesonInputandOutputHypothesisAbroad19-212.2.2RelatedStudiesonInputandOutputHypothesisatHome21-222.3GapofthePreviousStudiesofInputandOutputHypothesis22-23Chapter3ClassroomInteraction23-303.1ConceptofInteractiveTeaching23-253.1.1InteractionTheory23-253.1.2ConceptofInteractiveTeaching253.2TypesofClassroomInteraction25-263.3FeaturesofClassroomInteraction26-293.4CurrentSituationofCollegeEnglishClassroomInteraction29-30Chapter4Methodology30-464.1AimoftheExperimentandResearchQuestions304.2Methods30-334.2.1Subjects30-314.2.2Instruments31-324.2.3ProcedureoftheExperiment32-334.3DataCollectionandAnalysis33-344.3.1DataCollection33-344.3.2DataAnalyses344.4Resultsand Discussion34-464.4.1TheAnalysesoftheQuestionnaires34-414.4.2TheAnalysesofthePre-questionnaireandPost-questionnaire41-424.4.3TheAnalysesofTwoTests42-444.4.4TheAnalysesoftheInterview44-454.4.5Summary45-46Chapter5Conclusion46-495.1MajorFindings46-475.2LimitationsofthePresentStudy475.3RecommendationsforFutureResearch47-49References49-52AppendixⅠPre-testandPost-testScores52-54AppendixⅡExperimentQuestionnaire54-56AppendixⅢPost-experimentInterviewQuestions56-57Acknowledgements57
