Researches on Language Output.doc

On the Role of Output in English Learning 英语学习中输出的角色作用 【Abstract】 Research on second language acquisition has greatly developed since 1970s, considerable theories concerning SLA have mushroomed among which Krashen’s Input Hypothesis and Swain’s Output Hypothesis are of great influence. Krashen (1982,1985) posits that the learner acquires language by comprehending linguistic input that is slightly beyond his or her level of competence (i+1), but he neglects the role of output in SLA. Whereas Swain proposes (1985) that output does play an indispensable role in successful foreign language learning based on her research on French immersion programs and she further states the three functions of output: hypothesis-testing function, noticing function and metalinguistic function. Output Hypothesis has attracted extensive attention of the linguistic researchers and educators after it was put forth in 1985. Relevant research. has been performed to investigate the role of output in SLA (Swain 1985, 1995; Nobuyoshi Ellis 1993; Izumi2000, 2002 etc).Based on Comprehensible Input Hypothesis and Comprehensible Output Hypothesis, this article attempts to examine the roles that output plays, effects that output exerts in foreign language learning. Key words: Comprehensible output hypothesis; Function; English learning According to Longman Dictionary of Language Teaching Applied Linguistics，output refers to part of that of input-language which a learner hears or receives and from which he or she can learn. In this case, output simply means the language a learner produces compared with what the learner receives. There are some synonyms of output such as producing language (Swain, 1995), producing the target, language (Swain, 1995), language performance (Swain, 1995), using the language and speaking or writing (Swain, 1995), and production or use (Swain Lapkin, 1995). According to Swain, output is dynamic, not only the language produced by learners but also the activity of learner