文档介绍：语言输出理论
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Background
Immersion programs in Canada Conclusion
Output
Merrill Swain
The Output Hypothesis
Three functions
Future directions
The opinion of Stephen Krashen and assessment
References
content
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Immersion programs in Canada
The initiation of French immersion programs in Canada in the late1960s infused parents and teachers with renewed energy and excitement about the teaching and learning of French as a second language (FSL). In these programs, English speaking children were taught some or all of their curriculum in French beginning with the start of school (early immersion), around grade 4 or 5 (mid immersion), or around grade 6 or 7 (late immersion). Evaluation after evaluation was conducted of these programs
加拿大沉浸计划
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Conclusion
Swain(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”。
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Different interpretation of the word “output”.
In the 1980s, the word “output” was used to indicate the outcome, or product, of the language acquisition device. Output was synonymous with “what the learner has learned”. There has been a shift in meaning from the 80 s to now from output being understood as a noun, a thing, a product to output being understood as a verb, an action, a process.
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Merrill Swain
Introduction:
Merrill Swain is a Professor in the Curriculum, Teaching and Learning Department at the Ontario Institute for Studies in Education (OISE) at the University of Toronto.
Contribution:
(1) She developed the output hypothesis;
(2) She is also known for her work with Michael Canale on communicative competence.
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语言输出假说(The Output Hypothesis)
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(the Output Hypothesis),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