摘要
By differentiating four different types of output, the paperargues that their roles are also different. And learners of differ-ent language proficiency levels should be guided to produce dif-ferent types of output. Thus the paper introduces a new concept,namely "optimal output". Blindly making the learner produceoutput which is far beyond his current English level will only doharm to his interlanguage development, making it fossilize at anearly stage.
By differentiating four different types of output, the paper argues that their roles are also different. And learners of differ- ent language proficiency levels should be guided to produce dif- ferent types of output. Thus the paper introduces a new concept, namely 'optimal output'. Blindly making the learner produce output which is far beyond his current English level will only do harm to his interlanguage development, making it fossilize at an early stage.
