输出假设理论文献综述

文献综述（2016届）输出假设理论在初中英语口语教学中的应用学院英语学院专业英语班级英语1208班学号0307120828学生姓名吕银燕指导教师徐华日期2015年12月28日LiteratureReview1.Introduction1.1BackgroundofthesecondlanguageacquisitionSecondlanguageacquisitionresearchwasformedinthelate1960s,early1970s,sofar,morethanthirtyyearsofhistory.Andinrecentyears,theresearchofthesecondlanguageacquisitionhasbeendeeplystudied.Therearemainlytwokindsoffactorsaffectingsecondlanguageacquisition:theouterfactorandtheinnerfactor.Theformermainlyincludestwoaspects:oneisthesocialenvironment,theotheristhelanguageinputandinteractiveenvironmentwhichrelatestotheone’sculturalbackground,socialstatusandsoon.Thentheinnerfactorscanbedividedintoseveralpartswhichincludelanguagetransfer,theoryoflanguageacquisitionmechanism,languageuniversalityresearchandlanguagemonitoringmode,etc.Andsimplytosay,theinnerfactorsarerelatedtothelearner’sattitudes,personalities,cognitiveability,etc.Amongthesefactors,inputisoneofthemostimportantfactorsinfluencingSLA,justasGass(1997:1)said:“withoutinputnoindividualcanlearnasecondlanguage.’’Inthepasttwodecades,inputtheoryhasattractedwideattention,andforeignlanguageteachingresearchershavemainlyfocusedtheirattentionontheinput.AndaseriesofstudiessuchasSchumann’sAcculturationModel(1978),Krashen’scomprehensibleInputHypothesisandGass&Ellistheoriesoncereallypopular.Withthein-depthstudyoftheinputtheory,somescholarshavefoundoutthedrawbacksanddevelopedtwonewtheories:theInteractionHypothesisputforwardbyMichaelLong(1996)andtheOutputHypothesisputforthbyMerrillSwain(1985).Outputtheoryoriginatedin1980s,itcausedanewroundofresearchupsurge,manyscholarsfromtheoriginalonlyattentiontotheinputofresearchandtransfertothecommonconcernoftheinputandoutput.Alargenumberofdomesticandforeignresearcheshaveprovedthepositiveeffectofoutputonthesecondlanguageacquisitionwhichincludelistening,speakingreadingandwriting.Withthisbigresearchbackgroundisstillfarfromenough,thestudyshouldbecombinedwiththeactualsituationofthedomestic.2OutputHypothesis2.1ResearchAbroad2.1.1inputhypothesisTheUnitedStatesSouthernCaliforniaUniversitylinguisticsprofessor,DepartmentofKrashen.S.D(1985).DefinedsecondlanguageacquisitionasasubconsciousprocessoflanguagedevelopmentverymuchliketheprocessbywhichchildrenacquiretheirL1Learingreferstoaconsciousknowledgeoftherulesofgrammarthatisaproductofinstruction.Heputforward“TheMonitorModel”,alsocalled“LanguageControlMode”or“InputHypothesis”whichproducedhugeinfluencefortheprocessofsecondlanguageacquisitionresearch.Intheearly80softhe20thcentury,thetheorydevelopmentbecomesthebasisformorewidelyknownfivehypotheses:AcquisitionLearninghypothesis,TheNaturalHypothesis,TheMonitorHypothesis,TheInputhypothesisandTheEffectiveFilterHypothesis,ofwhichthemostimportantistheInputHypothesis.2.1.2MainInputtheoriesKrashenthinksthattheonlywaytogetalanguageistoacceptalargeamountofcomprehensibleinput.People'sattentionisfocusedontheinputoftheinformationitself,ratherthantheformoflanguage.ForKrashen,appropriateinputisinputthatcontainsstructures(lexis,morphology,syntax,etc.)justonestepbeyondthelearners’currentstageoflinguisticdevelopment.Oneoftheconditionsofacquisitionisthatlearnersacquireahigherleveloflanguageinputthanthecurrentlevel.Hereferstothisasi+1.AccordingtoKrashen(1983),learnerscanunderstandtheseunknownstructuresbyrelyingontheirworldknowledge,theirpreviouslyacquiredlinguisticknowledgeandextra-linguisticcontextssuchaspicturesandothervisuals.Whenlearnersreceiveenoughinputandunderstandit,acquisitionis“unavoidable”and“cannotbeprevented”(Krashen,1985:4).Languageacquisitionisachievedthroughlisteningcomprehension.Verbalexpressionistheresultoflanguageacquisition,notitscause.Aslongastheamountofcomprehensibleinputissufficient,itwillautomaticallyprovidethenecessarysyntax.Alanguageteacherdoesnotneedtoexplainthelanguagestructureinanaturalorder,becauseasufficientcomprehensibleinputwillautomaticallyprovidethelearnerwiththerightamountofthenextlanguagestructureandtheopportunitytoreviewthestructure.2.1.3ThedefectsoftheinputtheoryKrashenmadeasignificantcontributiontothefieldofSLAbyunderstandingtheimportantroleofinputinlanguageacquisition.However,hisviewsareuntestableandunrealisticforapplicationinactualclassrooms.Wearenotbesurethathowmuchcomprehensibleinputisoptimal.ThisisextremelyhardtoinvestigateandKrashenremainsvagueonthispoint.Furthermore,Entertherequiredcontextisalsoverydifficulttoachieve,mostschoolsdonothavetheteachingenvironmentthatcanmeetthetheory.Last,eachstudent'sleveloflearningandlearningabilityisnotconsistent,alargenumberofinputmaybetosomeextentcausedbythechaosoflowabilitystudents,nottosaythattheyautomaticallygeneratelanguagestructure2.2MerrillSwain’sOutputHypothesis2.2.1GenerationofOutputHypothesisInthe1960s,SwainandLapkininCanadianFrenchimmersionteachingoftrackingstudyfoundthat,insomeFrenchlisteningandreadingcomprehensiontest,immersionstudents’scoresandageinFrenchspeakingstudentachievementisalmostthesame.However,theabilitytospeakandwriteinanimmersionstudentisfarlessthanthelevelofFrenchspeakingstudents.Swain’sexplanationisthatteachersonlyp