Swain的输出假设理论.ppt

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1、OutputHypothesis:ItsHistoryandItsFutureUniversityofTorontoMerrillSwainBeijingforignStudiesUniversityYangLuxin(interviewer)WhatpromptedSwaintoputforwardherOutputHypothesis?Intheearlyandmid1980s.1.information-processingtheory.（信息加工理论）2.widespreadgrowthofFrenchimmersionprogramsinC

2、anada.FrenchimmersionprogramsinCanada(沉浸式教学法)是指以非母语的第二语言作为直接教学语言的基本教学模式，即将学生“浸泡”在目的语的语言环境中。在教学活动中教师不但使用目的语教授目的语言，而且用目的语言教授其他课程。Whataretheproblemswithimmersionprogram?1.TheFrenchproficiencyoftheimmersionstudentswasmoreadvancedthanthatofstudentstaking20to30minutesadayofFSL.2.Onso

3、metestsofFrenchlisteningandreadingcomprehension,Frenchimmersionstudentsobtainedscoressimilartothoseobtainedbyfrancophonestudentsofthesameage.3.ThespeakingandwritingabilitiesofFrenchimmersionstudentswere,inmanyways,differentfromthoseoftheirfrancophonepeers.Krashen'sinputhypothes

4、isclaimedthattherewasonlyonenecessaryandsufficientconditionforsecondlanguageacquisition,andthatwasthepresenceofcomprehensibleinput.Iflearnersareatstageiintheirlanguagedevelopment,theycanacquirei+1iftheyunderstandinputcontainingi+1.explanations:Theimmersionstudentsdidnottalkasmu

5、chintheFrenchportionoftheday(inFrench)astheydidintheEnglishportionoftheday(inEnglish).Moreimportantly,theteachersdidnot"push"thestudentstotalkinFrenchinamannerthatwasgrammaticallyaccurateorsociolinguisticallyappropriate.Whatisthemeaningshiftin“output”?1980s:anoun,athing,aproduc

6、t,theoutcomeorproductofthelanguageacquisitiondevice.Itwassynonymouswith"whatthelearnerhaslearned".now:averb,anaction,aprocess.TheThreefunctionofoutput1.noticing/triggeringfunction（注意/触发功能）2.hypothesistestingfunction（假设检验功能）3.metalinguistic(reflective)function（元语言反思功能）noticing/t

7、riggeringfunction（注意/触发功能）--引起学习者对自身语言问题的注意，刺激更适合的输入。whileattemptingtoproducethetargetlanguage,learnersmaynoticethattheydonotknowhowtosay(orwrite)preciselythemeaningtheywishtoconvey.Theactivityofproducingthetargetlanguagemaypromptsecondlanguagelearnerstonoticeorrecognizeconscio

8、uslysomeoftheirlinguisticproblems:itmaybringtheiratten