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
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
Nowadays,SLA(Second Language Acquisition) is a hot topic and is attached great importance at both home and abroad.Input and interaction are taken as two very important factors have great impact on the learners' L2...Nowadays,SLA(Second Language Acquisition) is a hot topic and is attached great importance at both home and abroad.Input and interaction are taken as two very important factors have great impact on the learners' L2 acquisition level and quality.The former research on the above two factors is productive and a lot of research on the importance of input and interaction in SLA is being conducted.Krashen's Input Hypoth-esis and Long's Interaction Hypothesis are the two most influ-ential ones.This thesis first giv...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
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
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
Output is a major terminal action in second language acquisition.For this action scholars have carried out a great number of researches.Among them one of the most famous is Output Hypothesis.This paper mainly reviews ...Output is a major terminal action in second language acquisition.For this action scholars have carried out a great number of researches.Among them one of the most famous is Output Hypothesis.This paper mainly reviews Output Hypothesis and then examines its positive role in the process of second language acquisition(SLA).展开更多
This paper explores the role of input and output in second language acquisition (SLA) by employing Lev S. Vygotsky's (1896-1934) sociocultural theory. Krashen's input hypothesis (1982, 1985) and Swain's ou...This paper explores the role of input and output in second language acquisition (SLA) by employing Lev S. Vygotsky's (1896-1934) sociocultural theory. Krashen's input hypothesis (1982, 1985) and Swain's output hypothesis (1985, 1993) hold different and somewhat contradictory viewpoints on the roles of input and output in SLA. The difference might be solved by applying Vygotsky's sociocultural theory, which claims human higher mental functioning is constructed in a social, cultural, historical, and institutional context. This context is a web woven by social interactions, a dialectic unity of input and output. Therefore, according to Vygotsky's approach to the understanding of learning, the interactions between input and output give rise to second language development.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
As is known to us,input and interaction play the cru-cial roles in second language acquisition(SLA).Different linguis-tic schools have different explanations to input and interaction.Behaviorist theories hold a view t...As is known to us,input and interaction play the cru-cial roles in second language acquisition(SLA).Different linguis-tic schools have different explanations to input and interaction.Behaviorist theories hold a view that input is composed of stim-uli and response,putting more emphasis on the importance of input,while mentalist theories find input is a necessary condi-tion to SLA,not a sufficient condition.At present,social inter-action theories,which is one type of cognitive linguistics,sug-gests that besid...展开更多
IntroductionIt was believed in the past that children acquire a language,while adults can only learn.But recentresearch shows that adults also acquire.Many people have the experience that they often suddenly findthems...IntroductionIt was believed in the past that children acquire a language,while adults can only learn.But recentresearch shows that adults also acquire.Many people have the experience that they often suddenly findthemselves being able to sing the songs they often hear and like very much although they do not make anyefforts to learn them at all.For example,during the‘Cultural Revolution’(1966-1976),only eight‘ModelPeking Operas’were allowed to be performed on the stage and to-be broadcast on the radios in China.Thepeople listened to them hundreds of times.As a result,nearly everybody,old and young alike,finally wereable to sing pans of them,although most people never tried to learn them.Some even hated hearing them.The same is true with some advertisements frequently broadcast on the radio or on TV.Few peoplebother to make any efforts to learn and memorise their verses,but when the people hear展开更多
Second Language Acquisition has received more and more attention since 1950 s when it becomes an autonomous field of research. Linguists have carried out many theoretical and empirical studies with a sharp purpose to ...Second Language Acquisition has received more and more attention since 1950 s when it becomes an autonomous field of research. Linguists have carried out many theoretical and empirical studies with a sharp purpose to promote Second Language Acquisition. Krashen's Input Hypothesis and Long's Interaction Hypothesis are most influential ones among the studies. They both play important roles in language teaching and learning. The paper will present an account of the two great theories, including the main claims, theoretical foundations as well as some related empirical works and try to investigate commons and differences between them, based on literature and empirical studies. The purpose of writing this paper is to provide a clear outline of the two theories and point out how they are interrelated yet separate predictions about how second language are learned. It is meaningful because the results can be valuable guidance and highlights for language teachers and learners to teach or acquire a language better.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
This paper presents the results of a 14-week attention strategy training of 174 college freshmen. It illustrates the promoting function of attention in second language vocabulary acquisition by raising students＇ expe...This paper presents the results of a 14-week attention strategy training of 174 college freshmen. It illustrates the promoting function of attention in second language vocabulary acquisition by raising students＇ expectations for new words, by increasing the frequency of exposure to them, by enhancing their perceptual salience, and by increasing the task demand for word study. The results show that enhancing attention in input could promote students＇ vocabulary acquisition and help them form vocabulary learning strategy suitable for their levels of proficiency.展开更多
The use of the first language(L1) in the second language(L2) classroom has been widely discussed in the language acquisition study as its pedagogical implications. Whether and why L1 should be used in the L2 classroom...The use of the first language(L1) in the second language(L2) classroom has been widely discussed in the language acquisition study as its pedagogical implications. Whether and why L1 should be used in the L2 classroom is discussed on the theoretical basis in the first section. Then the second part analyses this topic in a specific context in the English classroom in a junior middle school in the central part of China. It is found that using L1 in foreign language classrooms could be reasonable to some degree,some principles for the L1 use should be constructed and many factors should be considered in different contexts.展开更多
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Nowadays,SLA(Second Language Acquisition) is a hot topic and is attached great importance at both home and abroad.Input and interaction are taken as two very important factors have great impact on the learners' L2 acquisition level and quality.The former research on the above two factors is productive and a lot of research on the importance of input and interaction in SLA is being conducted.Krashen's Input Hypoth-esis and Long's Interaction Hypothesis are the two most influ-ential ones.This thesis first giv...
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.
文摘Output is a major terminal action in second language acquisition.For this action scholars have carried out a great number of researches.Among them one of the most famous is Output Hypothesis.This paper mainly reviews Output Hypothesis and then examines its positive role in the process of second language acquisition(SLA).
文摘This paper explores the role of input and output in second language acquisition (SLA) by employing Lev S. Vygotsky's (1896-1934) sociocultural theory. Krashen's input hypothesis (1982, 1985) and Swain's output hypothesis (1985, 1993) hold different and somewhat contradictory viewpoints on the roles of input and output in SLA. The difference might be solved by applying Vygotsky's sociocultural theory, which claims human higher mental functioning is constructed in a social, cultural, historical, and institutional context. This context is a web woven by social interactions, a dialectic unity of input and output. Therefore, according to Vygotsky's approach to the understanding of learning, the interactions between input and output give rise to second language development.
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As is known to us,input and interaction play the cru-cial roles in second language acquisition(SLA).Different linguis-tic schools have different explanations to input and interaction.Behaviorist theories hold a view that input is composed of stim-uli and response,putting more emphasis on the importance of input,while mentalist theories find input is a necessary condi-tion to SLA,not a sufficient condition.At present,social inter-action theories,which is one type of cognitive linguistics,sug-gests that besid...
文摘IntroductionIt was believed in the past that children acquire a language,while adults can only learn.But recentresearch shows that adults also acquire.Many people have the experience that they often suddenly findthemselves being able to sing the songs they often hear and like very much although they do not make anyefforts to learn them at all.For example,during the‘Cultural Revolution’(1966-1976),only eight‘ModelPeking Operas’were allowed to be performed on the stage and to-be broadcast on the radios in China.Thepeople listened to them hundreds of times.As a result,nearly everybody,old and young alike,finally wereable to sing pans of them,although most people never tried to learn them.Some even hated hearing them.The same is true with some advertisements frequently broadcast on the radio or on TV.Few peoplebother to make any efforts to learn and memorise their verses,but when the people hear
文摘Second Language Acquisition has received more and more attention since 1950 s when it becomes an autonomous field of research. Linguists have carried out many theoretical and empirical studies with a sharp purpose to promote Second Language Acquisition. Krashen's Input Hypothesis and Long's Interaction Hypothesis are most influential ones among the studies. They both play important roles in language teaching and learning. The paper will present an account of the two great theories, including the main claims, theoretical foundations as well as some related empirical works and try to investigate commons and differences between them, based on literature and empirical studies. The purpose of writing this paper is to provide a clear outline of the two theories and point out how they are interrelated yet separate predictions about how second language are learned. It is meaningful because the results can be valuable guidance and highlights for language teachers and learners to teach or acquire a language better.
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This paper presents the results of a 14-week attention strategy training of 174 college freshmen. It illustrates the promoting function of attention in second language vocabulary acquisition by raising students＇ expectations for new words, by increasing the frequency of exposure to them, by enhancing their perceptual salience, and by increasing the task demand for word study. The results show that enhancing attention in input could promote students＇ vocabulary acquisition and help them form vocabulary learning strategy suitable for their levels of proficiency.
文摘The use of the first language(L1) in the second language(L2) classroom has been widely discussed in the language acquisition study as its pedagogical implications. Whether and why L1 should be used in the L2 classroom is discussed on the theoretical basis in the first section. Then the second part analyses this topic in a specific context in the English classroom in a junior middle school in the central part of China. It is found that using L1 in foreign language classrooms could be reasonable to some degree,some principles for the L1 use should be constructed and many factors should be considered in different contexts.
