语言输出理论与英语教学策略研究  

On Output Hypothesis and English Teaching Strategies

作　　者：隋华[1] 

机构地区：[1]沈阳航空航天大学外国语学院,辽宁沈阳110036

出　　处：《江苏海洋大学学报（人文社会科学版）》2011年第6期44-46,共3页Journal of Jiangsu Ocean University（Humanities & Social Sciences Edition）

基　　金：沈阳航空航天大学青年教师自选课题(200933Y)

摘　　要：作为语言习得环节的最末端,输出常被认为是二语习得的标志,对二语习得过程意义不大。然而Swain的输出假设则指出输出能引发学习者的注意,具有检验假设作用和元语言作用。通过实证研究考察了输出各环节,如输出方式、输出目的、输出反馈以及输出频率对语言习得的作用,进而指出外语教学中教师应给以输出足够的重视,真正实现互动教学,创造积极有效的二语学习环境。As the final phase of language acquisition,output is viewed only as a signal,which has less to do with the process of language acquisition.However,Swain points out that output may arouse language learners＇ attention,functioning as a test of hypothesis or a mealanguage.An experimental research is carried out to study the functions of different output stages,which demonstrates that English teachers should realize the interactive teaching and create effective SL learning context with much concern to the output.

关 键 词：二语习得 输出假设 实证研究 英语教学策略 

分 类 号：H319[语言文字—英语] G642.0[文化科学—高等教育学]