Swain的输出假设理论

OutputHypothesis:ItsHistoryandItsFutureUniversityofTorontoMerrillSwainBeijingforignStudiesUniversityYangLuxin(interviewer)WhatpromptedSwaintoputforwardherOutputHypothesis?•Intheearlyandmid1980s.•1.information-processingtheory.（信息加工理论）•2.widespreadgrowthofFrenchimmersionprogramsinCanada.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.OnsometestsofFrenchlisteningandreadingcomprehension,Frenchimmersionstudentsobtainedscoressimilartothoseobtainedbyfrancophonestudentsofthesameage.•3.ThespeakingandwritingabilitiesofFrenchimmersionstudentswere,inmanyways,differentfromthoseoftheirfrancophonepeers.•Krashen'sinputhypothesisclaimedthattherewasonlyonenecessaryandsufficientconditionforsecondlanguageacquisition,andthatwasthepresenceofcomprehensibleinput.•Iflearnersareatstageiintheirlanguagedevelopment,theycanacquirei+1iftheyunderstandinputcontainingi+1.•explanations:•TheimmersionstudentsdidnottalkasmuchintheFrenchportionoftheday(inFrench)astheydidintheEnglishportionoftheday(inEnglish).•Moreimportantly,theteachersdidnotpushthestudentstotalkinFrenchinamannerthatwasgrammaticallyaccurateorsociolinguisticallyappropriate.Whatisthemeaningshiftin“output”?•1980s:anoun,athing,aproduct,theoutcomeorproductofthelanguageacquisitiondevice.Itwassynonymouswithwhatthelearnerhaslearned.•now:averb,anaction,aprocess.TheThreefunctionofoutput•1.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/triggeringfunction（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.•Theactivityofproducingthetargetlanguagemaypromptsecondlanguagelearnerstonoticeorrecognizeconsciouslysomeoftheirlinguisticproblems:itmaybringtheirattentiontosomethingtheyneedtodiscoverabouttheirsecondlanguage(possiblydirectingtheirattentiontorelevantinput).hypothesistestingfunction（假设检验功能）--引发学习者对问题处理的假设尝试，并依据反馈来修改输出。•Outputmaysometimesbe,fromthelearner'sperspective,atrialrun（试验运行）reflectingtheirhypothesisofhowtosay(orwrite)theirintent.•output(feedback):internal,external--changeoutput(accuracy)metalinguistic(reflective)function（元语言反思功能）--激发元语言功能，提升学习者信息加工层面。•Usinglanugagetoreflectonlanguageproducedbyothersortheself,mediatessecondlanguagelearning.•语义加工--句法加工•两种语言能力:使用语言表达和交流的能力，描述并理解自己所学和所用语言的能力。whatarethefuturedirectionsthatresearchaboutoutputhypothesiscouldtake?•1.Experimentalstudieswithinaninformation-processingframework.•2.Ethnographicandcasestudyapproaches.•3.Verbalizing/languaging:collaborativedialogueandprivatespeech.Swain’ssuggestionsfortheChineseEFLsituation.•Theapplicationcouldbefoucusonthefactthatstudentsshouldusethelanguage,suchas,totalk.•Anyactivitiesthathavestudentstalk,particularlywhenstudentsreflectabouttheirspeakingorwriting,aregoodactivities.•Itwouldbemuchmoreconducivetotheirlanguagelearningiftheyhavetogothroughandreflectonthefeedback.•PairworkorsmallgroupworkmaygivestudentsmoreopportunitiestouseEnglishanddeepentheirunderstandingofthetargetlanguagepoints.•Ifstudentstalktogetherinpairs,veryoftenthatwillgivethemconfidenceinusingEnglish.•Studentsareagentsinthiswholeprocessofteachingandlearning.Teachersshouldtakeintoaccountthelearnerfactorsintheirteachingactivities.