有效输出在第二语言习得与教学中的作用

Roles of Pushed Output in Second Language Acquisition and Second Language Instruction

本文在第二语言输出的理论及实证研究的基础上,重点讨论五个与有效输出相关的教学应用原则。首先,二语的语言输出是一个复杂的认知加工过程。从输出系统的话语组织到口语表达阶段,都需通过大量的语言使用练习,将陈述性语言知识转换为程序性输出技能。第二,二语表达需利用交流中的"预制语块"及"语言框架"。教师需从初级阶段开始发展学习者的预制语块敏感性,引导他们利用母语者的"语言表达框架"进行交流。第三,教师须利用语言协商过程中的"漏洞"(holes)及"差异"(gaps),将学习者的注意力集中在语言结构的细节规则上,促进语言形式与功能的准确匹配,验证并调整其二语假设。第四,学习者的输出任务需包括各种系统的扩展性表达框架,以便延伸话题,进行可持续有效输出。第五,语言输出需要一定的策划时间以及任务重复,以便让学习者在真实情景中利用预制语块、语言构式/框架进行有效输出。

This article focuses its discussion on five output-related pedagogical issues on the basis of SLA output theories and empirical studies. First, L2 output is a complex cognitive process, involving speech formulation and articulation at different stages. A large amount of usage-based activities is necessary in order to convert declarative knowledge into procedural skills. Second, L2 production and fluency require learners to make use of ＂for- mulaic sequences＂ and ＂syntactic priming strategy＂. Learners＇ sensitivity towards lan-guage chunks and scaffolding needs to be developed early on. Third, learners＇ attention should be directed to ＂holes＂ and ＂gaps＂ in the process of language negotiation in order to facilitate the form-meaning mapping process in L2 learning. Fourth, communicative tasks must be designed with an elaborated framework for learners to engage in extended and sustained language production. Finally, planning time and task repetition are crucial for learners to engage in pushed output with adequate formulas and native syntactic construc- tions.