基于输出假设的外语电化教学

Output Hypothesis and MIFLI

语言输出有助于促进二语学习者语言使用的流利性、准确性和得体性,而这类研究在外语电化教学研究中没有得到足够的重视。通过讨论输出假设的功能及其与二语习得的关系,并结合输出假设的认知理论与外语电化教育技术,认为基于输出假设认知理论的外语电化教学注重学习者的注意力,是基于记忆效果、输入与输出平衡、语言输出与自主性任务的外语电化教学。这将为建构新型的外语电化教育模式提供有益的方法指导。

L2 learners language output will enhance their accuracy, fluency, and appropriateness of their language use. However, this phenomenon has often been ignored, especially in MIFLI. This paper, which discusses the functions of language output and their relations with the acquisition of a second language on the basis of the output hypothesis and modern media education technology, argues that MIFLI lays stress on L2 learner’s attention, and in the theoretical framework of output hypothesis, bases itself on memory effectiveness, balance of input and output, L2 learner’s self-acquisition initiatives, and task-based learning.