【正文】 Swain,1995) lend some support to the claim that producing language and reflection on it in an attempt to create meaning have positive effects on language learning process. Learners obtain meaning by negotiation。 Nunan, 1995). In language acquisition, input plays an indispensable role. However, the role of input in language acquisition is always a controversial question. Behaviorists and Mentalists differ greatly on it. The Limitations of Input Hypothesis We should also point out that there are many limitations to the Input Hypothesis theory. First, Krashen emphasizes the importance of input in language acquisition, but the definition of input is narrow, as he advocates natural input while neglecting nonnatural input, this is impossible for Chinese learners of English to be in the real situation of munication. What?s more, Krashen emphasizes much more on the input than output。 this will impede students? municative ability. Krashen theory also neglects the role of learners themselves, without positive motivation and attitude of learning foreign language。 the content of negotiation is the structural form of language relating the form of language with the meaning they attempt to express, learners express the meaning with language, and then reflect the form of language. So output can cause the learner to engage in syntactically based processing from semantically based processing. In general, the importance of output in learning may be construed in terms of the learners? active deployment of their cognitive resources. In other words, it is posited that the output requirement presents learners with unique opportunities to process language that may not be decisively necessary for simple prehension. In proposing the Output Hypothesis, Swain (1985) argued that producing the target language (TL) may serve as “the trigger that forces the learners to pay attention to the means of expression needed in order to successfully convey his or her own intended meaning” (Swain, 1985:249). Of the three functions of output specified in the current version of the Output Hypothesis (Swain, 1993, 1995, 1998), the present study focuses on its “noticing” or “triggering” function. The “noticing“ function of output posits that learners may notice the gap in their IL knowledge in an attempt to produce the target language, which then prompts them to solve their linguistic deficiency in ways that are appropriate in a given context. For example, if learners are left on their own to solve the immediate production difficulties, they may engage in various thought 北京理工大學(xué)珠海學(xué)院 20xx 屆本科生畢業(yè)論文 8 processes that can consolidate existing knowledge (Swain amp。 Lapierre,1994。 LarsenFreeman, 1991。 the input alone would not be enough for SLA. 北京理工大學(xué)珠海學(xué)院 20xx 屆本科生畢業(yè)論文 4 Output Hypothesis Among many methods and techniques that aim to facilitate the development of the learner?s first language grammar, the role of output in SLA is relatively unexplored. A mon assumption is that output is only an indication of SLA that has already taken place and does not play any significant role in language acquisition process (Krashen, 1985). But this assumption has e into question since the publication of Swain?s (1985) seminal article, in which the Output Hypothesis was first proposed. Definition of Output Swain put forward the theory of “Output Hypothesis” in relation to second language acquisition. In her work, there appeared some terms synonymous with output such as “Producing language” (Swain,1995:125), “producing the target language”, “l(fā)anguage performance”, “using the language” and “speaking or writing” (Swain, 1995:127), and production or use” (Swainamp。 Lapkin, 1995). On the other hand, if relevant input is immediately available, the heightened sense of problematicity during production may cause the learners to process subsequent input with more focused attention。 Takashima, 1994) show that learners often modify their output in response to the linguistic demands of prehensible output may have a longterm effect. The Metalinguistic Function The metalinguistics refers to the total sum of knowledge about language which learners have. It 北京理工大學(xué)珠海學(xué)院 20xx 屆本科生畢業(yè)論文 7 is an embryonic form about linguistic form, structure and system which they obtained by reflection and analysis. It is claimed that as learners reflect upon their own target language use, their output serves a metalinguistic function, enabling them to control and internalize linguistic knowledge (Swain, 1995: 126). In other words, output may cause the learner to engage in more syntactic progressing than is necessary for the prehension of input. This syntactic progressing may lead to modified or reprocessed output— a possible step toward language acquisition. The results of the studies focusing on the metalinguistic function of output (Dnato,1994。 摘要 ： 語(yǔ)言輸入 語(yǔ)言輸出 二語(yǔ)習(xí)得 北京理工大學(xué)珠海學(xué)院 20xx 屆本科生畢業(yè)論文 III Contents Abstract…………………………………… ……… … …… ..……… …… .Ⅰ 摘要 ………………………………………………… …… .…… … ..…… .Ⅱ Literature Review..............................................................................……………… ........1 Input Hypothesis……………………………………… ……… … ....…… .… 1 An Overview of Input……………… ...……… … ..… ..……… ...…… .…… 3 The Limitations of Input Hypothesis...................................................…....3 Output Hypothesis…………………………………… ……… … ..… .… …… 4 Definition of Output…………………………………………… .…… .…. ..4 An Overview of Comprehensible Output Hypothesis… ..............................4 Functions of Output……………………………………………… .… ..…... 5 The “Noticing/Triggering” Function… ……………………… .……… ....5 Hypothesis Testing……………………… ……… .……………… ..…… .6 The Metalinguistic Function…………… ……… .………… .…… ..… … 6 Ⅱ Clarification of Relevant Concep