Swain's(1985) "Output Hypothesis"maintains that output performsthree functions,namely,the"noticing/triggering function",the"hypothesis-testing"function,and the " metalinguistic&q...Swain's(1985) "Output Hypothesis"maintains that output performsthree functions,namely,the"noticing/triggering function",the"hypothesis-testing"function,and the " metalinguistic" function.Based on the " Noticing Hypothesis",this study aims to investigate the role of the noticing function of output in second language acquisition.The major findings of this research are summarized as follows:1) when composing,the learner could notice linguistic problems in their ineterlanguaeamong which problems arising from vocabulary and sentence were the most prominent.2) with more attention paid to vocabulary,the learner could notice linguistic forms of various aspects when comparing their original text to the modelsof writing.And they could partially incorporate what they hadnoticed in models into their subsequent revision.3) through models of writing learning,the EG learners performed better than the CG learnersin error correction in Composition2,which proves that output with subsequent input learning has superiority over output without relevant input followed in facilitatingthe acquisition of accuracy of linguistic forms.展开更多
Input and output are two major terminal actions in second language acquisition.For these two actions scholars have carried out a great number of researches.Among them the most famous are Krashen’s Input Hypothesis an...Input and output are two major terminal actions in second language acquisition.For these two actions scholars have carried out a great number of researches.Among them the most famous are Krashen’s Input Hypothesis and Output Hypothesis.展开更多
English has been learned as the second language in China for decades.However,the study about English teaching and learning is mainly linked with development in instruction methods,while few views of English learners h...English has been learned as the second language in China for decades.However,the study about English teaching and learning is mainly linked with development in instruction methods,while few views of English learners have been involved.This case study interviewed five Chinese overseas students in Australia,asking about their prior English learning experience in China to investigate English study in an anglophone context.The analysis of the interview reveals deficiencies of input,interaction and out-put in English classrooms in China,which contributes to the potential methods of improvements in the future.展开更多
Krashen's second language acquisition theory consists of language input theory,emotion filtering theory and languageoutput theory.In order to apply Krashen's second language acquisition theory to college Engli...Krashen's second language acquisition theory consists of language input theory,emotion filtering theory and languageoutput theory.In order to apply Krashen's second language acquisition theory to college English teaching,it is suggested to commence from the acquisition and learning theories to optimize the teaching environment and methods.On the basis of language input theory,emotional filtering theory and language output theory,English input quality could be improved,students'learning interests could be stimulated and English practical teaching could be accelerated respectively.展开更多
With the reform of college English course,the objectives,philosophy and models of Chinese EFL teaching have been deeply changed.So college students are required to have higher language proficiency;it is also a challen...With the reform of college English course,the objectives,philosophy and models of Chinese EFL teaching have been deeply changed.So college students are required to have higher language proficiency;it is also a challenge for the English teachers in our country.The traditional teaching mode should be changed.College English teaching is not only to input knowledge to students,but also to foster their skills on the application of knowledge,and excavate their potential in order to promote their language proficiency.Writing,as one of the efficient ways to measure students'comprehensive English ability,has attracted more attention in the field of English researches,which,however,got little improvement so far.What we can see from the requirements is that college students and teachers should put more attention on their output instead of input alone.Therefore,this paper intends to apply Swain's "Output Hypothesis" to the college English teaching of non-English major students in China,and make some teaching suggestions based on the three functions of the "Output Hypothesis".展开更多
Through a review of the literature,it appears that input is key factor in Second Language Acquisition(SLA).However,a great number of evidence indicates that input alone is not sufficient for SLA.Output and interaction...Through a review of the literature,it appears that input is key factor in Second Language Acquisition(SLA).However,a great number of evidence indicates that input alone is not sufficient for SLA.Output and interaction are both have a great influence on L2 acquisition.Therefore,input,output and interaction should be linked together in order that second language learners can maximize their potential to acquire the target language.展开更多
This article mainly talks about the role of input,interaction,and output in the second language acquisition.Input is believed as a trigger for learners’language learning.And the process from input to output is intera...This article mainly talks about the role of input,interaction,and output in the second language acquisition.Input is believed as a trigger for learners’language learning.And the process from input to output is interaction.Through interaction,language learners can negotiate the meaning with the interlocutor and narrow down the gap between the target language and their own.All the hard work made in interaction is to produce output,which includes three functions:noticing function,hypothesistesting function,and metalinguistic function.Some teaching examples are shown to testify the hypothesis and its function in the process of second language acquisition.展开更多
Second Language Acquisition(SLA) education in China suffers from an imbalance between language input and output.Reading and listening are the dominate methods used in the classroom,while speaking and writing are used ...Second Language Acquisition(SLA) education in China suffers from an imbalance between language input and output.Reading and listening are the dominate methods used in the classroom,while speaking and writing are used far less.This paper examines the results that are caused by this imbalanced development of comprehensible output and input.Alternative solutions are examined.The results show the limitations in students' abilities that are commonly based on the current methods of teaching.The implications are that policy makers,curriculum developers and teachers should strive to balance the amount of comprehensible input and output through various means.展开更多
Stephen Krashen认为,语言习得机制不仅影响母语习得的效果,也对第二语言习得发挥作用。“可理解的语言输入”是语言习得的必要条件,语言输入的作用在于激活这种机制。但“输入假说”也有偏颇之处,我们不应将语言习得完全归功于语言输入...Stephen Krashen认为,语言习得机制不仅影响母语习得的效果,也对第二语言习得发挥作用。“可理解的语言输入”是语言习得的必要条件,语言输入的作用在于激活这种机制。但“输入假说”也有偏颇之处,我们不应将语言习得完全归功于语言输入,语言输出对语言习得同样具有积极意义。从这个意义上来说,大学英语分级教学与“疯狂英语”等创新式教学手段都是对第二语言习得理论的积极应用,其旨在培养语言能力的教学理念与实践对我国的外语教学有着现实的指导意义。展开更多
文摘Swain's(1985) "Output Hypothesis"maintains that output performsthree functions,namely,the"noticing/triggering function",the"hypothesis-testing"function,and the " metalinguistic" function.Based on the " Noticing Hypothesis",this study aims to investigate the role of the noticing function of output in second language acquisition.The major findings of this research are summarized as follows:1) when composing,the learner could notice linguistic problems in their ineterlanguaeamong which problems arising from vocabulary and sentence were the most prominent.2) with more attention paid to vocabulary,the learner could notice linguistic forms of various aspects when comparing their original text to the modelsof writing.And they could partially incorporate what they hadnoticed in models into their subsequent revision.3) through models of writing learning,the EG learners performed better than the CG learnersin error correction in Composition2,which proves that output with subsequent input learning has superiority over output without relevant input followed in facilitatingthe acquisition of accuracy of linguistic forms.
文摘Input and output are two major terminal actions in second language acquisition.For these two actions scholars have carried out a great number of researches.Among them the most famous are Krashen’s Input Hypothesis and Output Hypothesis.
文摘English has been learned as the second language in China for decades.However,the study about English teaching and learning is mainly linked with development in instruction methods,while few views of English learners have been involved.This case study interviewed five Chinese overseas students in Australia,asking about their prior English learning experience in China to investigate English study in an anglophone context.The analysis of the interview reveals deficiencies of input,interaction and out-put in English classrooms in China,which contributes to the potential methods of improvements in the future.
文摘Krashen's second language acquisition theory consists of language input theory,emotion filtering theory and languageoutput theory.In order to apply Krashen's second language acquisition theory to college English teaching,it is suggested to commence from the acquisition and learning theories to optimize the teaching environment and methods.On the basis of language input theory,emotional filtering theory and language output theory,English input quality could be improved,students'learning interests could be stimulated and English practical teaching could be accelerated respectively.
文摘With the reform of college English course,the objectives,philosophy and models of Chinese EFL teaching have been deeply changed.So college students are required to have higher language proficiency;it is also a challenge for the English teachers in our country.The traditional teaching mode should be changed.College English teaching is not only to input knowledge to students,but also to foster their skills on the application of knowledge,and excavate their potential in order to promote their language proficiency.Writing,as one of the efficient ways to measure students'comprehensive English ability,has attracted more attention in the field of English researches,which,however,got little improvement so far.What we can see from the requirements is that college students and teachers should put more attention on their output instead of input alone.Therefore,this paper intends to apply Swain's "Output Hypothesis" to the college English teaching of non-English major students in China,and make some teaching suggestions based on the three functions of the "Output Hypothesis".
文摘Through a review of the literature,it appears that input is key factor in Second Language Acquisition(SLA).However,a great number of evidence indicates that input alone is not sufficient for SLA.Output and interaction are both have a great influence on L2 acquisition.Therefore,input,output and interaction should be linked together in order that second language learners can maximize their potential to acquire the target language.
文摘This article mainly talks about the role of input,interaction,and output in the second language acquisition.Input is believed as a trigger for learners’language learning.And the process from input to output is interaction.Through interaction,language learners can negotiate the meaning with the interlocutor and narrow down the gap between the target language and their own.All the hard work made in interaction is to produce output,which includes three functions:noticing function,hypothesistesting function,and metalinguistic function.Some teaching examples are shown to testify the hypothesis and its function in the process of second language acquisition.
文摘Second Language Acquisition(SLA) education in China suffers from an imbalance between language input and output.Reading and listening are the dominate methods used in the classroom,while speaking and writing are used far less.This paper examines the results that are caused by this imbalanced development of comprehensible output and input.Alternative solutions are examined.The results show the limitations in students' abilities that are commonly based on the current methods of teaching.The implications are that policy makers,curriculum developers and teachers should strive to balance the amount of comprehensible input and output through various means.
