基于“输出假设理论”的“说长法”教学模式研究

“Long-speaking Method”Research Based on the“Output Hypothesis Theory”

近年来,语言输出与外语学习之间的辩证关系越来越受到二语习得研究者的关注,因此有不少的语言学者为提高二语习得者的口头及笔头表达水平做了一些理论研究和实证研究。结合教学法之长,王初明提出"写长法"并得到有力的支持。该文从"写长法"中得到启示,基于Swain(1985)的语言输出假设理论,来探析"说长法"的英语教学模式,提出了通过"说长法"口语输出可以提高学生英语口语和英语学习效率的观点。对学生进行大量的、长篇的英语口语输出训练,能有效地提高学生的英语口语水平,降低英语口语焦虑度,提高学生的英语综合应用能力。

In recent years, the relationship between language output and second language acquisition is receiving more and more researchers' attention. Therefore, many linguists give some theoretical researches and empirical researches on how to improve students' oral and written expression level of second language. This paper, getting inspiration from the'Long-writing Method', analyzes'Longspeaking Method'teaching mode based on Swain's(1985)'Output Hypothesis Theory'. We put forward'Long-speaking Method'can improve students' oral English and learning efficiency. Long spoken English training can effectively improve students' oral English level, reduce the spoken English anxiety and enhance students' English comprehensive applicationability.