文档介绍：语言输出*PPT课件BackgroundImmersionprogramsinCanadaConclusionOutputMerrillSwainTheOutputHypothesisThreefunctionsFuturedirectionsTheopinionofStephenKrashenandassessmentReferencescontent*PPT课件BackgroundIntheearlyandmid-1980s,(SLA)researchatthattime(1980s):information-,*PPT课件ImmersionprogramsinCanadaTheinitiationofFrenchimmersionprogramsinCanadainthelate1960sinfusedparentsandteacherswithrenewedenergyandexcitementabouttheteachingandlearningofFrenchasasecondlanguage(FSL).Intheseprograms,EnglishspeakingchildrenweretaughtsomeoralloftheircurriculuminFrenchbeginningwiththestartofschool(earlyimmersion),aroundgrade4or5(midimmersion),oraroundgrade6or7(lateimmersion).Evaluationafterevaluationwasconductedoftheseprograms加拿大沉浸计划BACK*PPT课件ConclusionSwain(1995)在对加拿大的法语沉浸式教学进行调查时发现,课堂上教师讲多听少,学生听多讲少,大部分时间都用于做笔记。Swain认为出现这种现象的重要原因之一,在于学****者缺少语言输出机会,从事语言实践活动太少。基于这些观察,Swain得出如下结论:尽管“可理解性输入”对语言****得来说很重要,但不足以充分开发学****者的二语精炼能力。要想提高中介语的流利程度和准确性,学****者不仅需要“可理解性输入”,也需要“可理解性输出”。BACK*PPT课件Differentinterpretationoftheword“output”.Inthe1980s,theword“output”e,orproduct,“whatthelearnerhaslearned”.Therehasbeenashiftinmeaningfromthe80stonowfromoutputbeingunderstoodasanoun,athing,aproducttooutputbeingunderstoodasaverb,anaction,*PPT课件MerrillSwainIntroduction:MerrillSwainisaProfessorintheCurriculum,TeachingandLearningDepartmentattheOntarioInstituteforStudiesinEducation(OISE):(1)Shedevelopedtheoutputhypothesis;(2)*PPT课件语言输出假说(TheOutputHypothesis)针对Krashen提出的语言输入假设中的不足,二语****得研究者Swain在1985年提出了语言输出假设(theOutputHypothesis),她反对大量可理解性输入对语言****得所起的决定性作用。Swain认为,尽管理解输入语对二语学****很重要,但并不能保证学****者在语法准确性方面达到近似本族语者的水平。学****者只有通过使用所学语言才能达到这一点。Swain(1995)在对加拿大