“注意假说”视角下的二语习得输入研究

Input in SLA: From the perspective of Noticing Hypothesis

自1967年Corder首次把"输入(input)"这一概念引入二语习得研究领域以来,至今已经有五十多年。输入已然成为在日常研讨教学中人们信手拈来的概念,事实上,输入这一概念及其在二语习得中的作用在学界却一直存在争议。本文从Schmidt的"注意假说"的角度梳理二语习得输入研究的发展脉络,以期厘清二语习得的输入概念。本文认为,以"注意"为输入装置来定义输入可以使二语习得的输入概念不再含混,而明晰的输入概念有助于指导教学实践。

It has been over fifty years since Corder firstly introduced the concept 'Input' into SLA research field in 1967. 'Input' has seemingly become a ready word in daily SLA discussion, but in SLA academic circles 'Input' and its functions have been in dispute. This paper tries to trace down the research route of 'Input' in SLA within the framework of Schmidt’s 'Noticing Hypothesis' so that the concept can be clarified. From the viewpoint of this paper, 'noticing' treated as an 'input device' can be used to clarify the elusive definition of input in SLA and,and therefore the clear definition can be helpful to guide teaching practice accordingly.