【正文】 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 The 。 memorizing) and output (speaking amp。 they may try to examine closely how the TL expresses the intention that they just had difficulty in expressing on their own. In either case, learning is believed to be enhanced through the act of producing language, which, by its mechanisms, increases the likelihood that learners bee sensitive to what they can and can?t say in the TL, which leads to the reappraisal of their TL capabilities. 北京理工大學(xué)珠海學(xué)院 20xx 屆本科生畢業(yè)論文 9 Ⅱ Clarification of Relevant Concepts In order to make the readers better understand the writer?s further statements, the following parts are two groups of distinctions between two pairs of similar concepts. Acquisition VS. Learning The term ?acquisition?, when used in linguistics, refers to the gradual development of ability in a language by using it naturally in municative situations. The term ?learning?, however, applies to a conscious process of accumulating knowledge of the vocabulary and grammar of a language. (Mathematics, for example, is learned, not acquired.) Activities associated with learning have traditionally been used in language teaching in schools, and tend, when successful, to result in knowledge ?about? the language studied. Activities associated with acquisition are those experienced by the child and, analogously, by those who ?pick up? another language from long periods spent in social interaction (daily use of the language) in another country. Those whose L2 experience is primarily a learning one tend not to develop the proficiency of those who have had an acquiring experience. However, even in ideal acquisition situations, very few adults seem to reach nativelike proficiency in using a second language. There are individuals who can achieve great expertise in writing, but not in speaking. One example is the author Joseph Conrad, whose novels have bee classics of English literature, but whose English speech is reported to have retained the strong Polish accent of his first language. This might suggest that some features (. vocabulary, grammar) of a second language are easier to acquire than others (. phonology). Although it continues to be a matter of some debate, this type of observation is sometimes taken as evidence that, after the Critical Period has passed (around puberty), it bees very difficult to acquire another language fully. In support of this view, the process of lateralization of the brain is cited as a crucial factor. We might think of this process in terms of the ?languagefaculty? being strongly taken over by the features of L1, with a resulting loss of flexibility or openness to receive the features of another language. Against this view, it has been demonstrated that students in their early teens are quicker and more effective L2 learners than, for example, sevenyearolds. It may be, of course, that the 北京理工大學(xué)珠海學(xué)院 20xx 屆本科生畢業(yè)論文 10 acquisition of an L2 requires a bination of factors. The optimum age may be during the years from ten to sixteen when the ?flexibility? of the language acquisition faculty has not been pletely lost, and the maturation of cognitive skills allows a more effective ?working out? of the regular features of L2 encountered. Second Language VS. Foreign Language There are distinctions between L2 learning and FL learning. Second Language (L2), in a broad sense, is a language learned or acquired after the native language. The term has a narrow sense when it contrasts to the term “foreign language” (FL), in w