【導(dǎo)讀】教師的指導(dǎo)下，獨(dú)立開(kāi)展研究取得的成果，文中引用他人的觀(guān)點(diǎn)和材料，均在文后按順序列出其參考文獻(xiàn)，論文使用的數(shù)據(jù)真實(shí)可靠。作部分的成績(jī)偏低。另外，有許多通過(guò)英語(yǔ)大學(xué)四六級(jí)考試的學(xué)生感嘆自己學(xué)的是“啞。巴英語(yǔ)”,所學(xué)的內(nèi)容不會(huì)運(yùn)用，不能與人交流。究其原因，是因?yàn)樵S多語(yǔ)言學(xué)習(xí)者在第。言輸出”之間的關(guān)系，在外語(yǔ)學(xué)習(xí)的過(guò)程中沒(méi)有給予兩者同等的重視。有鑒于此，通過(guò)學(xué)。的重要性，并借此提高廣大外語(yǔ)學(xué)習(xí)者對(duì)此的重視程度。TheMeta-linguisticFunction……………………

　　

【正文】 r role in the munity and is primarily learnt only in the classroom.” Ignorance of the differences will result in confusion in the practice of language learning, teaching and research work. L2 “usually has official status or a recognized function within a country” (Stern, 1983:16). On the contrary, FL refers to “a speech munity outside national or territorial boundaries” (Stern, 1983:26). The distinction between second and foreign language learning settings may be significant because it is possible that there will be radical differences in both what is learnt and how it is learnt. However, “for the time being the extent to which the sociolinguistic conditions of learning determine learning outes or learning processes must remain an open question to be answered as a result of our exploration of SLA research. There is a need for a neural and super ordinate term to cover both types of learning. Some what confusingly, but in line with mon usage, the term SLA will be used for this purpose” (Ellis, 1994:12). Moreover, “in Northern American applied linguistics usage, foreign language and second language are often used to mean the same when they are used to refer to nonnative language in a country” (Richards, :178). In fact, they indeed share mon features: they both involve a reconstruction of a new language system and the cultivation of crosscultural ability. Therefore, it is possible and necessary for us to apply modern SLA theories to our foreign language learning. 北京理工大學(xué)珠海學(xué)院 20xx 屆本科生畢業(yè)論文 11 Ⅲ The Relationship between Input and Output Swain (1985) claims that prehensible input is important but insufficient for second language acquisition, in contrast, Krashen (1982) confirms that the role that the speaker?s output plays is to provide a further source of prehension input. Until 20xx, he was strongly against the output hypothesis “pushing students to speak is unpleasant for them, it is ?pushed output?, having to utilize structures they have not yet acquired, under demanding conditions, that students find unfortable. Methods based on prehensible output put students in this situation constantly.” But here Krashen?s statement was just based on the researched that oral output acted as a production not the written output which does not cause “anxiety”. When it es to the year of 20xx, Krashen modified his theory a little. We can get a hint from one of his speeches (20xx) “Comprehensible inputbased methods encourage speaking but do not force it. Students are not called on。 rather, participation is voluntary”. Here, Krashen acknowledged the role of output, and then he also gave ments on written output: “Written output, in addition to its municative value, makes a profound contribution to thinking. In short, writing makes you smarter. As we write, as we put our ideas on paper and revise them, we e up with better ideas.” Therefore, prehensible input and prehensible output can really cooperative at practical and empirical level. According to the modern FLT theories, the language learning process is the bination of input, intake (processing amp。 memorizing) and output (speaking amp。 writing). Therefore, two basic elements prehension and production are always contained in English teaching in classroom, which can be regarded as two stages : input and output. FLT in our country aims at cultivating learners? language application based on enough prehensible input material. At the stage of input there are two objectives: one is giving priority to prehe nsion through offering the prehensible input。 the other is offering enough examples for the learners to imitate in speaking and writing. 北京理工大學(xué)珠海學(xué)院 20xx 屆本科生畢業(yè)論文 12 At the stage of output, the learners are encouraged and then improve their skills of writing and speaking with the input knowledge. Without the pushing of the input knowledge, they can hardly be activated through the original passive state. When learners are pushed for language output, they will process the language in their mind and produce fresh language knowledge or consolidate their former knowledge. Output is based on input. Without input, there is no output. Meanwhile, the prehensible feature of input can be examined and revised only if it is practice in language output. On the other hand, without output, one can hardly see whether the input is prehensible or not. One or several learners? output is also the others? input. There are gnomic statements about this process from some outstanding linguists such as Krashen, Swain, Carrol, Eliis and Harmer, although their emphases are different. Some emphasize on input, some emphasize on output, and there are still some insist on the balance of input and output. The writer advocates the third one. Input and output should be balanced in handling and developing. In the teaching practice, most teachers pay more attention to provide enough materials for language input. However, output is more effective than input in students? language processing. The element badly needed in students? language development is the opportunities of output practicing but not merely the simple language input. The writer will exemplify the point in the next part. Without output, teachers can not notice the problems in students? language learning. Only through students? output can their mistakes be corrected by their teachers or partners. In fact, language output make a great contribution not only to more effective language input but also to providing them opportunities to test their hypotheses in order to motivate their petence of sentence construction and language fluency. Here we get such a conclusion: input is the guider, and output is the destination. Input and output are in plete harmony in the whole process of language acquisition. 北京理工大學(xué)珠海學(xué)院 20xx 屆本科生畢業(yè)論文 13 Input Precedes Output