输出假设理论的文献翻译

Lantolf (1994)and Nassaji and Swain(2000),have explored the nature and type of feedback that will be most helpful to learners during interaction at different stages of their acquisition of a language form. Output might theorectically play several roles in second language learning.Relative to teh potential roles of input in second language learning,those of output have been relatively underexplored.The basis for my initial claim that perhaps output plays a role in second language learning was our research with French immersion students which showed that in spite of six or seven years of comprehensible input—some might say,?acquisition -rich input?—in French,the written and spoken French of these students included numerous grammatical and syntactic deviations from native-speaker usage.Furthermore,our observations in grades 3 and 6 immersion classes suggested that although students used French in class,little of it included extended discourse,and generally speaking,teachers did not ?push?their students beyond their current level of interlanguage as the teachers interacted with them. As I have argued elsewhere,it seems to me that the importance of output to learning could be that output pushes learners to process language more deeply—with more mental errort—than dose input.With output,the learner is in control.In speaking or writing,learners can stretch their interlanguage to meet communicative goals.To produce,learners need to do something.Out put may stimulate learners to move from the semanics,open-ended.strategic processing prevalent in comprehension to the complete grammatical processing needed for accuarate production.Students? meaningful production of language -output-would thus seem to have a potentially significant role in language development. One role for output in SLA is that it may promote ?noticing?.This is important if there is a basis to the claim that noticing a language form must occur for it to be acquired (Ellis1994).There are several levels of noticing,for example,noticing something in the target language because it is salient or frequent.Or,as proposed by Schmidt and Frota(1986),in their ?notice the gap principle?,learners may not only notice the target language form,but notice that it is different from their own interlanguage,Or,as I have suggested,learners may notice that they do not know how to express precisely the meaning they wish to convey at the very moment of attempting to produce it-they notice,so to speak,a ?hole?in their interlanguage.When the learners output the target language, they can not accurately express the meaning which help to realize their language learning problems and then shift to pay attention to the relevant input consciously to solve these problems. The role of this function is reflected in two cognitive steps: 1. learners to recognize their own language problems - can not be expressed or wrong to express 2 rely on their existing knowledge or other ways such as the dictionaryto solve problems. Therefore, this function helps to consolidate the existing knowledge of the language, or learn new knowledge Another way in which producing language may serve the language learning process is through hypothesis testing,It has been argued that some errors which appear in learners? written and spoken production reveal hypothesis ,learners need to do something,and one way of doing this is to say or write something.In order to express the needs of learners, it will temporarily generate some vocabulary or syntactic form, which is the language hypothesis, and through the other side of the reaction or feedback to confirm whether the hypothesis is correct. This assumption will actively urge learners to revise their language output, thus better promote the absorption of language. The learner uses the target language to analyze and reflect on the target language, such as form, structure, etc., which are output by themselves or others. Swain believes that language output is a cognitive tool of human beings, plays the role of the media, On the one hand, the external world is internalized, on the other hand, it will be the inner psychological activities.Learner's internal language and social knowledge can only highlight the advantages and defects of the content and form through the output.