二语习得四种假设的相互关系及其对任务型听说教学

The Correlations Among the Four Hypotheses of Second Language Acquisition Theory and Their Implications onTask-Based Listening & Speaking Teaching

随着二语习得理论的日益发展,语言教育学家们各自提出了相关的假设,其中最有影响力的是"输入假设"、"情感过滤假设"、"输出假设"和"交互假设"。虽然它们强调的是二语习得的不同方面,但彼此相互兼容、相互联系。而任务型教学法集合了以往各种教学法的优点,尤其是在目前大学生英语听说能力较弱的情况下值得使用。本文从二语习得理论中四种假设之间的相互关系展开论述,以从中获得启示来设计和进行任务型英语听说教学。

With the development of the Second Language Acquisition（SLA）theory,some language educators and experts put forward different hypotheses,among which the most influential are“input hypothesis”,“affective filter hypothesis”,“output hypothesis”and “interaction hypothesis”.Although these four focus on different aspects of SLA,they are interwoven and supplement each other.Task-based teaching absorbs the advantages of the previous teaching methodologies and is highly recommended in the current situation that college students are poor in English listening and speaking abilities.The correlation among the four SLA hypotheses enlightens us the way to design and carry out task-based English listening and speaking teaching.