摘要
Swain(1995)的可理解输出假设指出,语言的输出除了提高语言学习者的流利度外,还能提高学习者的准确性。在众多研究影响修正输出的因素中,很少有研究涉及到语言水平对修正输出的影响。本文就语言水平与修正输出的关系进行了实证研究。研究得出,与其他两组学生相比(即高水平组与低水平组),高水平组学生的互动有利于低水平学生提高自己语言输出的数量和质量。这一结果对语言教师,尤其是教师有很大的启发。
The Comprehensible Output Hypothesis by Swain (1995) claims that language production can not only make learners fluently, but also improve learners' accuracy. Among many factors affecting modified output, few studies have been concerned with the effect of language proficiency on modified output. This thesis conducts an experiment to study the relationship between language proficiency and modified output. The results have shown that, compared with two other groups (High-High dyads and Low-Low dyads), students interaction in mixed group (High-Low dyads) can facilitate low proficiency students to improve their quantity and quality of output. This result gives language teachers, especially ESP teachers more implications for their teaching.
出处
《重庆大学学报（社会科学版）》
2004年第1期93-96,共4页
Journal of Chongqing University(Social Science Edition)
关键词
语言水平
协商话步
修正输出
language proficiency
negotiation moves
modified output
