摘要
Krashen提出的输入假设认为语言习得是在自然语言环境下,学习者大量地接触略高于学习者现有水平的可理解的语言输入(i+1)自然而然地习得的;输出是习得之结果,而非原因,学习者输出不直接促进习得。而Merrill Swain提出的输出假设则认为输出对语言习得同样起着非常重要的作用。在我国的外语教学中,只有切实做到输入和输出并重,才能将“语言输入”真正转化为“语言能力”。
The input hypothesis （Krashen 1982） states that acquisition takes place as a result of the learner having understood comprehensible input that is a little beyond the current level of his competence （ i. e. the i ＋ 1 level）. Output is the result of acquisition, not its cause; learner production does not contribute directly to acquisition. However, the Output Hypothesis （Swain 1985 ） states that besides the necessary comprehensible input, comprehensible output also contributes to acquisition. Only when we pay equal attention to language input and output can the input be internalized into linguistic competence.
出处
《台州学院学报》
2006年第5期60-64,共5页
Journal of Taizhou University
关键词
输入
认知分析
二语习得
input
cognitive analysis
second language acquisition
