Input-and-Output-in-Second-Language-Acquisition-文档

InputandOutputinSecondLanguageAcquisition：Inputandoutputaretwomajorterminalactionsinsecondlanguageacquisition.Forthesetwoactionsscholarshavecarriedoutagreatnumberofresearches.AmongthemthemostfamousareKrashen’sInputHypothesisandOutputHypothesis.s：input，output，secondlanguageacquisitionⅠIntroductionItwasnotuntilthelatetwentiethcenturythatsecondlanguageacquisitionwasregardedasanindependentdiscipline，withthedevelopmentofwhicharosealotoftheories.Inthemidst，Krashen’sInputHypothesisandSwain’sOutputHypothesisarethemostinfluentialones.Inthe1980s，theAmericanappliedlinguistStephenKrashenputtheforwardthefamousInputHypothesis.However，inhisInputHypothesis，Krashenover-concentratedontheroleofinputandneglectedtheroleofoutput.Inordertocomplementthistheory，alotofresearchersonsecondlanguageacquisitionbegantoexaminetheroleofoutputinSLA.OneofthemostoutstandingoneisSwainwhoputforwardtheOutputHypothesis.Inhertheory，SwainclearlypointedoutthepositiveroleofoutputinSLA.ⅡKrashen’sInputHypothesisandSwain’sOutputHypothesisInputHypothesiswhichis“completelydifferentfromtheformerlanguageteachingmethods”.[1]Krasheninsistedthatlanguagewasacquiredthroughtheexposureofaseriesofcomprehensibleinput，whichmeansthefluencyoflanguagecannotbetaughtbut“isakindofabilitywhichcanbeformedthroughnaturalabsorptionofthecomprehensibleinput”.[2]Krashenclaimedthat“simplifiedinputcanonlyhelpthosewhoareinthebeginningstagesoflanguagedevelopment，whilecomprehensibleinputisthemostimportantfactorforlanguagedevelopment”.OutputHypothesiswasputforwardbytheCanadianlinguistMerrillSwainin1985.BasedonherresearchontheFrenchimmersionstudents’languageability，SwainchallengedthereliabilityoftheInputHypothesis.Bytesting，Swainfoundthatthoughthesestudents’abilityonlisteningcomprehension，languagefluency，anddiscoursefunctionsweregood，yet，theirgrammaticalaccuracywasnotthatsatisfactory.Thatistosay，thoughtheselearnershadbeenimmersedincomprehensiblelanguageforquitealongtime，theystillcannotproduceaccuratelanguage.Asaresult，Swainproposedthe“ComprehensibleOutputHypothesis”.ⅢEnlightenmentsofInputandOutputinAssistingSecondLanguageAcquisitionInthefirstplace，comprehensibleinputshouldbegivenenoughemphasis.Aslanguagelearnersinthenon-targetlanguagecountry，weshouldtryourbesttogetcomprehensibleinput.Onlywegetenoughinput，canweproduceoutput.AsEnglishlearnersinChina，welackofenoughinputforquiteaperiodoftime.Before，mostEnglishlearnerscanonlyreadandlistentoEnglishinclass.Withthedevelopmentofeconomy，materialsforEnglishinputhavebeenflourishing.NowwecanlistentoEnglishradioprogramsandwatchEnglishTVprogramsandcanalsogetaccesstovariousforeignbookandmagazines.Besides，moreandmoreEnglishteacherarebeginningtouseEnglishinclass.TheseareallgoodsourcesofourEnglishinput.Inthesecondplace，outputshouldnotbeneglected.Inputonlyisfarfromenoughtointernalizeoursecondlanguage.Outputnotonlyenhancesourlanguagefluencybutalsoincreasesourlanguageaccuracy.Therefore，inordertohaveagoodcommandofoursecondlanguagewemustpayenoughattentiontooutputwhichcanbeeitheroralorwritten.Intheoutputprocess，weshouldnotonlypayattentiontothestylebutthecontentoftheoutputandweshouldalwaystryourbesttopickoutthenewlanguagethatwehavegotinourinputtointernalizethatknowledge.Inthethirdplace，weshouldmakethetimefrominputtooutputasshortaspossible.Inputandoutputareterminalbehaviorswhichcanbeobservedfromthelearners.Thetimeofthewholeprocessdiffersfromeachindividual.However，wecantrytomaketheprocessasshortaspossible.Weallknowthatchildrenlearntheirmothertonguefasterthanadultlearningsecondlanguage.Thereasonisthattheycanusewhattheyhavelearnedintheirdailydialogues.Thusshortenthetimefrominputtooutput.Inthisdirection，recitingcanserveasagoodtool.Fromreciting，wecaninternalizesomefixedstructuresinthetargetlanguageandthenlearnerscanproducelanguageontheirownwill.Finally，weshouldmakeourinputtooutputintoanautomaticprocess.Languageinputcontainstwofactors，whicharestimulusandresponse.Andthroughimitation，learnerscansetupconnectionsbetweenthesetwofactors.“Whenthisstimulusandresponseareconnectedbysomeconsistentrules，automationisachieved”.[1]Asaresult，constantexercisecanmaketheautomationprocessbecomefaster;thuslearners’languagefluencycanbeenhanced.Forus，secondlanguagelearners，enoughexerciseisnecessaryforourautomationofgrammarrules.Andaccordingly，ouraimoflanguagefluencyandaccuracycanbeachieved.ⅣConclusionInrecentyears，foreignlanguagelearningbecomeshotterandhotterinChina.Amongtheresearchersandresearches，themostfamousonesareKrashen’sInputHypothesisandSwain’sOutputHypothesis.Actually，bothinputandoutputareessentialtosecondlanguageacquisitionandweshouldmakefulluseofthesetwofactorsandgetasmuchasinputaswellasoutputaspossibletomakeourlanguageacquisitionfasterandmoreaccurate.WorksCited：[1]郑银芳.二语习得中的输入与输出[J].广州大学学报（社会科学版）.2003（2）.67-69，85.[2]谭志敏.输入，输出与情感过滤理论在大学听力教学中的应用研究[D]，北京：北京第二外国语学院，2008.[3]柏能云.实践中的输入与输出假说―高校英语教学的方法与技巧[J].中国科技信息，2007（18）.233-235.李志远（1985―），男，吉林省吉林市人，文学硕士，讲师，研究方向：应用语言学、翻译与跨文化研究。（责编张景贤）：Inputandoutputaretwomajorterminalactionsinsecondlanguageacquisition.Forthesetwoactionsscholarshavecarri