输出假说对外语教学与外语教师教育的影响  

Effects of the Output Hypothesis on FL Teaching and FL Teacher Education

作　　者：王伟清[1] 唐瑶 周梦琳 WANG Weiqing;TANG Yao;ZHOU Menglin

机构地区：[1]湘潭大学外国语学院,湖南湘潭

出　　处：《语言教育》2020年第4期30-37,共8页Language Education

基　　金：湖南省教育厅项目“英语教师在三种互动教学模式下的非言语行为研究”(项目编号:11C1245)的阶段性研究成果。

摘　　要：本研究考察了输出假说对30位职前ESL教师与学生的交流方式及学生二语输出的影响。通过控制教师接受输出假说知识培训和参加交际任务的顺序,我们发现,在交际任务之前接受培训的教师比在交际任务之后接受培训的教师更关心学生的二语输出,在与学生交流时提出了更多开放式问题。相应地,与之对话的学生输出了更多复杂程度较高的二语,注意自身语言问题及验证自身语言假想的频率也更高。这一结果表明二语教师掌握输出假说有益于其教学实践。The present study investigated the effect of the Output Hypothesis on the way 30 pre-service ESL teachers interacted with learners and learners’second language production.By controlling the order of teachers receiving training on the Output Hypothesis and participating in a communicative task,it was found that compared with teachers who received training after the communicative task,those who received training before the communicative task were more concerned with learners’L2 output and asked more open-ended questions when talking with learners.Accordingly,learners who interacted with these teachers produced a larger amount of more complex L2 output.In addition,they noticed their own language problems and tested their own language hypotheses more frequently.This result shows that L2 teachers’knowledge about the Output Hypothesis has a beneficial effect on their teaching practice.

关 键 词：输出假说 二语教学 二语输出 开放式问题 

分 类 号：H319[语言文字—英语]