Swain的输出假设理论ppt课件.ppt

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1、采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物Output Hypothesis: Its History and Its FutureUniversity of Toronto Merrill SwainBeijing forign Studies University Yang Luxin (interviewer)采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物What prompted Swain to put f

2、orward her Output Hypothesis? In the early and mid 1980s. 1. information-processing theory. （信息加工理论） 2. widespread growth of French immersion programs in Canada.采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物French immersion programs in Canada (沉浸式教学法) 是指以非母语的第二语言作为直接教学语言的基本教学模式，

3、即将学生“浸泡”在目的语的语言环境中。在教学活动中教师不但使用目的语教授目的语言，而且用目的语言教授其他课程。采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物What are the problems with immersion program? 1.The French proficiency of the immersion students was more advanced than that of students taking 20 to 30 minutes a day of FSL. 2.

4、On some tests of French listening and reading comprehension, French immersion students obtained scores similar to those obtained by francophone students of the same age. 3. The speaking and writing abilities of French immersion students were, in many ways, different from those of their francophone p

5、eers.采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物 Krashens input hypothesis claimed that there was only one necessary and sufficient condition for second language acquisition, and that was the presence of comprehensible input. If learners are at stage i in their language devel

6、opment, they can acquire i+1 if they understand input containing i+1.采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物 explanations: The immersion students did not talk as much in the French portion of the day(in French) as they did in the English portion of the day(in English). Mo

7、re importantly, the teachers did not push the students to talk in French in a manner that was grammatically accurate or sociolinguistically appropriate.采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物What is the meaning shift in “output”? 1980s: a noun, a thing, a product, the out

8、come or product of the language acquisition device. It was synonymous with what the learner has learned. now: a verb, an action, a process.采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物The Three function of output 1. noticing/triggering function（注意/触发功能） 2. hypothesis testing fu

9、nction（假设检验功能） 3. metalinguistic(reflective) function（元语言反思功能）采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物noticing/triggering function（注意/触发功能）- 引起学习者对自身语言问题的注意，刺激更适合的输入。 while attempting to produce the target language, learners may notice that they do not know how to say (or

10、write) precisely the meaning they wish to convey. The activity of producing the target language may prompt second language learners to notice or recognize consciously some of their linguistic problems: it may bring their attention to something they need to discover about their second language(possib

11、ly directing their attention to relevant input).采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物hypothesis testing function（假设检验功能）- 引发学习者对问题处理的假设尝试，并依据反馈来修改输出。 Output may sometimes be, from the learners perspective, a trial run（试验运行） reflecting their hypothesis of how to say (or

12、write) their intent. output(feedback): internal, external-change output(accuracy)采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物metalinguistic(reflective) function（元语言反思功能）- 激发元语言功能，提升学习者信息加工层面。 Using lanugage to reflect on language produced by others or the self, mediates second

13、 language learning. 语义加工-句法加工 两种语言能力:使用语言表达和交流的能力，描述并理解自己所学和所用语言的能力。采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物what are the future directions that research about output hypothesis could take? 1. Experimental s

14、tudies within an information-processing framework. 2. Ethnographic and case study approaches. 3. Verbalizing/languaging: collaborative dialogue and private speech.采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物Swains suggestions for the Chinese EFL situation. The application coul

15、d be foucus on the fact that students should use the language, such as, to talk. Any activities that have students talk, particularly when students reflect about their speaking or writing, are good activities. It would be much more conducive to their language learning if they have to go through and

16、reflect on the feedback.采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物 Pair work or small group work may give students more opportunities to use English and deepen their understanding of the target language points. If students talk together in pairs, very often that will give them confidence in using English. Students are agents in this whole process of teaching and learning. Teachers should take into account the learner factors in their teaching activities.采用PP管及配件：根据给水设计图配置好PP管及配件，用管件在管材垂直角切断管材，边剪边旋转，以保证切口面的圆度，保持熔接部位干净无污物