input_output_and_intake

Input,Output,andIntake1InputHypothesis2OutputHypothesis3IntakeHypothesisInputHypothesisProposedbyStephenKrashenin1980si+1Howdowemovefromstageitoi+1insecondlanguageacquisition?“i”&“i+1”“i”:thecurrentstateoflearner’sIL“i+1”:thelinguisticmaterialtowhichthelearnerisexposed,i.e.thelearner’sexperienceofthetargetlanguageinallitsmanifestations(SharwoodSmith,1993)WaysofgettinginputinputteachersfriendsNativespeakersListeningtotheradioReadingmaterialSearchingtheInternetwatchingTV,filmsotherwaysEssentialconditionsfortheidealinput•1）comprehensibility(可理解性)•2）interestingandrelevant（既有趣又有关）•3)notgrammaticallysequenced(非语法程序安排)•4)enoughinput(要有足够的输入量)Thelimitationsofinputhypothesis•1)Neglectingtheroleoflearnersthemselves•2)Advocatingnaturalinputwhileneglectingnon-naturalinput•3)Emphasizingmuchmoreontheinputthanoutput•4)Themodelofi+1beingavaguenotion(阳志清、刘晓玲，2002:；高翔2005等)OutputHypothesisProposedbyMerrillSwainin1985Claimingthattheactofproducinglanguage(speakingorwriting)is,undercertaincircumstances,partoftheprocessofsecondlanguagelearning.comprehensibleoutputReferrigtotheneedforalearnertobe“pushedtowardthedeliveryofamessagethatisnotonlyconveyed,butthatisconveyedprecisely,coherently,andappropriately”(Swain,1985)•1)Noticing/triggeringfunction注意/触发功能•2)Hypothesis-testingfunction假设验证功能•3)Meta-linguisticfunction元语言功能ThreefunctionsofoutputThelimitationofoutputhypothesis•Focusingonthelanguageoutputitself,notconsideringwhethercomprehensibleoutputcanbetheimpetusofinterlaguagesystemdevelopmentornot.(Schehadeh,2002)IntakeHypothesis•Corder(1967)definesthatinputiswhatisavailabletothelearnerwhileintakereferstowhatistakeninbythelearner.•Kumaradivelu(1994)redefinesthatintakeisinputthatprocesseslanguage.•InYasuko’sview(2001),intakeisapartofthelearner’sinterlanguagesystem.•Gass(2001)directlyclaimsthatintakeistheprocessofassimilatinglinguisticmaterial.•Frominputtooutput,thereisahiddenunit(遮蔽单元),sotherelationshipbetweeninputandoutputisakindofnonlinearassociation.(Macwhinney,2001:70)TheSLAlinkofGass(2001)ApperceivedinputComprehendedinputIntakeIntegrationOutputTheSLAlinkofEllis(1999)二语输入经注意输入经理解输入吸收内隐知识二语输出外显知识IT系统apperceivedinputcomprehendedinputFactorsthataffectintakeSomeofthelearner-internalandlearner-externalfactorsasintakefactors.•individualfactors•negotiationfactors•tacticalfactors•affectivefactors•knowledgefactor•environmentalfactor…(Kumaradivelu,2006）Factorsthataffectintake语言因素学习者内部因素学习者外部因素语言复杂性语言频率直觉显著性个体因素（年龄、焦虑、注意、移情、冒险、外向和内向等）情感因素（态度、动机（外部动机和内部动机））记忆因素（工作记忆力、短时记忆、长时记忆等）方式因素（学习策略、交际策略等）协商因素（互动、阐释、注意等）知识因素（语言知识、元语知识等）环境因素（社会因素、教育因素等）邓联健，杨烈祥（2006）TheprocessofintakeInGass’sopinion,codeintakedoesn’tmeanlearnercanoutputinpractice.Twokindsofrepresentationformofcodeintake:1)TheformofinternalILsystem:integratedcode2)Storedknowledge:nonintegratedcode•1)Simplifying:strategyofassimilating(消化手段)•2)Inferencing•3)Structuring•4)Restructuring（邓联健，杨烈祥2006）TheprocessofintakeConclusion•Input,outputandintakearethreeinseparablepartsinSLA,butthecurrentstudymostlyfocusonthelanguageinputandoutputprocessandputtoomuchemphasisontheteacher’steaching,ignoringthesubjectivityofstudents.Therefore,howtostrengthenandoptimizestudents’languageintakeisthekeytoimprovethelearningefficiency.ItisnecessarytodelvetheprocessingmechanisminSLAinordertoimprovethelearningefficiency.References:•SharwoodSmith,m.(1993),inputenhancementininstructedsla.Studiesinsecondlanguageacquisition•Ellis,R.第二语言习得研究[M].上海:上海外语教育出版社,1999.•Shehadeh,A.Comprehensibleoutput,fromoccurrencetoacquisition:Anagendaforacquisitionresearch[J].LanguageLearning,2002,52(3):597-647•MacWhinney,B.Thecompetitionmodel:Theinput,thecontext,andthebrain[A].InPeterRobinson(ed.).CognitionandSecondLanguageInstruction[C].CambridgeUniversityPress,2001:69-90•Kumaravadivelu,B.UnderstandingLanguageTeaching:FromMethodtoPostmedothed[M].Mahwah,NJ:Erlbum,2006•邓联健，杨烈祥.二语习得中的吸收假设[J].外语教学.2006，(3)：46-50.•阳志清,刘晓玲.外语学习效率模式理论框架[J].外语与外语教学,2002(4):37-40Thankyou!