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首页 Swain’sOutputHypothesisanditsEnlightenmentonEngl…

Swain’sOutputHypothesisanditsEnlightenmentonEnglishteaching[权威资料].doc

Swain’sOutputHypothesisanditsEn…

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2017-09-28 0人阅读 举报 0 0 暂无简介

简介:本文档为《Swain’sOutputHypothesisanditsEnlightenmentonEnglishteaching[权威资料]doc》,可适用于综合领域

Swain’sOutputHypothesisanditsEnlightenmentonEnglishteaching权威资料Swain’sOutputHypothesisanditsEnlightenmentonEnglishteachingAnOverviewofOutputHypothesisInsbothKrashen’sComprehensibleInputHypothesisandLong’sInteractionHypothesisholdthatSLAdependsontheavailabilityofcomprehensiveinputbeforethelearner’sinternalprocessingmechanismcanwork(Ding)HowevertheCanadianlinguistMerrillSwaincriticizesKrashenandLongfortheirfailuretorecognizetheimportanceof“comprehensibleoutput”andthereforeputsforwardOutputHypothesisinSwain’sOutputHypothesiswasbasedonherunexpectedfindingsoftheFrenchimmersionprogramsinTorontoinsTheseprogramsaimedtohelpstudentsmeetthebilingualrequirementforcivilservicepositionsinCanadaBytestingSwainfoundthatthoughthesestudents’scoredhighinsomeskillsofinteractionsuchaslisteningcomprehensionlanguagefluencyanddiscoursefunctionsyettheirgrammaticalaccuracywasnotthatsatisfactoryMoreoverthesestudentswerereluctanttousetheirLinpeerinteractionsThestudentsparticipatingtheprogramshadgotsufficientamountofLinputbutmadelittleoutputBasedonMerrillSwain’soutputhypothesisoutputplaysaprominentroleinLlearninganditmainlyperformsthreeimportantfunctions:NoticingfunctionWhileattemptingtoproducethetargetlanguagelearnersmay“noticeagapbetweenwhattheywanttosayandwhattheycansayleadingthemtorecognizewhattheydonotknoworonlyknowpartially”(Swain:)Inotherwordstheactivityofproducingthetargetlanguagemaypromptsecondlanguagelearnerstonoticeorrecognizeconsciouslysomeoftheirlinguisticproblems:itmaybringtheirattentiontosomethingtheyneedtodiscoverabouttheirsecondlanguageHypothesistestingfunctionFromthelearner’sperspectiveoutputmaysometimesbea“trialrun”whichprovidesstudentswiththeopportunitytotryoutnewlanguageformsandstructuresasstudentsmakebestuseoftheirlanguagestomeetcommunicativeneedsTheymakeexperimentswiththeirlanguagetoseewhatworksandwhatdoesnotwork(Ding)MetalinguisticfunctionOutputfacilitatesthelearningofvariousrulesaboutLandLuseItmayencouragelearnerstodiscussexplicitlytheirdoubtsandquestionsaboutlanguageandasaresultmayassisttheminlearningfromoutsideexpertslearningformtheirpeersorworkingtococonstructknowledgewiththeirpeers(Ding)TherelationshipbetweeninputandoutputThemostbasicassumptionof“Outputhypothesis”isthatspokenorwrittenoutputlanguagehelpsinsecondlanguageacquisitionThecultivationofspeakingandwritingabilitiescanbenefittheabsorptionoflanguageinputsoastoachievethepurposeoflanguageoutputTeachersneedtoguidethestudentstochangetherolesfrompassiverecipientsoflanguageknowledgeintoactiveparticipantsinthelanguagelearningprocessIfthelearnersonlyacceptinputnotthroughpracticemostlearnerseventuallycannotacquirethetargetlanguageeveniftherearealargenumberofinputIfyouwanttheinputtobeabsorbedandinternalizedyouneedtopracticethroughtheoutputactivitiesThereforeoutputisnotonlytheresultofinputbutalsoprocessedbytheabsorptionprocessEnlightenmentonEnglishteachingAs“outputhypothesis”playssuchanimportantinlanguageacquisitionwhataretheimplicationsforourlanguageteaching,BasedonmyteachingexperienceIhavederivedafewkeypointsthatIwouldliketosharewithyouFirstweneedtorecognizetheimportanceofoutputEnglishteachersinChinahavelongbeenpayingmoreattentiontotheimportanceoftheinputratherthanoutputTheteachercenteredteachingmethodisadoptedwhichfeaturesthatteachers’talkingtime(TTT)faroutweighsstudents’talkingtime(STT)StudentsarespoonfedandintakeknowledgepassivelyThusweshouldgiveequalimportancetobothinputandoutputStudentsshouldbeprovidedwithenoughtimetocarryouttheactivitiessoastopromotethefulldevelopmentofstudents'languageabilityInordertoreduceTTTandincreaseSTTpairworkorsmallgroupworkcanbeadoptedwhichgivesstudentsmoreopportunitiestouseEnglishanddeepenstheirunderstandingofthetargetlanguagepointsSecondteachersshouldcreateavarietyofoutputactivitiessuchasroleplaygroupdiscussionstorytellingandessaywritingInadditioninordertoarousestudents'interestinlearningandpracticeandtoenhancetheirparticipationteacherscanmakefulluseofthelearningresourcesoutsideofthetextbooksForexampleselectfascinatingandsuitableEnglishmoviesandTVshowsforstudentstoduboractoutLastyearthemovie“Frozen”wonstudents’favorsoweheldtheshortplaycompetitionforstudentstoshowtheirtalentandpracticeoralEnglishThroughvariouseffectiveformsofoutputstudents’oralandwritingskillsaregraduallyimproved文档资料:Swain’sOutputHypothesisanditsEnlightenmentonEnglishteaching完整下载完整阅读全文下载全文阅读免费阅读及下载阅读相关文档:英语词汇学的历史与现状如何提高高中英语写作水平短文改错的设题特点及其解题策略浅谈初中英语听力教学策略初中英语写作教学策略探索高中英语教学中如何兼顾中西方文化的融合谈有效的小学英语写作教学如何提升初中学生阅读理解能力文化教学在初中英语的激趣作用探讨初中英语教学培养学生学习兴趣的策略浅谈提高小学英语教学效果的措施互动教学在职业中专英语阅读教学中的应用课堂导入策略在初中英语教学中的应用支架教学模式应用于初中英语写作教学的实践多元智能理论在小学英语教学中的运用探讨高中英语写作教学中的问题及对策自然拼读教学法在小学英语拼读中的应用当前职感谢你的阅读和下载*资源、信息来源于网络。本文若侵犯了您的权益请留言或者发站内信息。我将尽快删除。*

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