从建构主义角度看二语习得中输出的作用

摘要

本文试图从建构主义角度探索语言输出在二语习得中的作用，以期找出一条能促进语言输出，提高语言交际能力，从而提高外语教学质量的有效途径。　　本文论述了通过使用目标语，二语习得者可以控制和内化目标语。在Swain的研究基础上，Gass(1997)对语言输出在二语习得中的作用进行了进一步的研究，并提出了输出在二语习得中的另外两个作用：提供反馈和形成自动化。提供反馈是指习得者在语言输出的过程中可以得到正面或负面反馈，从而借此证实或推翻他们对目标语的假设。形成自动化是指习得者在反复不断的语言输出过程中，可以将语言使用技巧自动化，从而获得语言使用的流利性。　　最后，作者提出虽然近几年来对语言输出的研究有了一些进展，然而对诸如哪些因素影响着学习者的输出能力，学习者的个性特征与输出能力发展之间有何关系等一系列与输出有关的问题仍然是一片有待开发的处女地，需要更多的结合教学实践的研究。

目录

文摘

英文文摘

Introduction

Chapter One Literature Review

1.1 The Input Hypothesis

1.2 The Affective Filter Hypothesis

1.3 Defects of Input Hypothesis

1.4 Relationship between input and output

1.5 Significance of the study of output

Chapter Two Functions of Output in SLA

2.1 Communicative language teaching

2.1.1 The development of the notion of communicative competence

2.1.2 Features and principles of communicative approach

2.2 Swain' study of output

2.2.1 Output Hypothesis

2.2.2 Three functions of output

2.3 Gass's study of output

2.3.1 Feedback provision

2.3.2Automaticity development

2.4 Skehan's study of output

2.4.1 Better input generation

2.4.2 Syntactic process involvement

2.4.3 Discourse skills development

2.4.4 Personal voice development

Chapter Three Understanding Functions of Output From the Perspective of Constructivism

3.1 Theories of constructivism

3.1.1 Piaget's constructivism views

3.1.2 Vygotsky's Zone of Proximal Development

3.1.3 Bruner's Discovery Learning

3.1.4 Kelly's Personal Construction

3.2 Teaching-models of constructivism

3.2.1 Cooperative teaching

3.2.2 Task-based teaching

3.3.3 Situated teaching

3.4.4 Scaffold teaching

3.3 Understanding functions of output in SLA from the perspective of constructivism

3.3.1 More chances of recommendation provision

3.3.2 Improvement from other-regulation to self-regulation

3.3.3 Transformation from declarative knowledge to procedural knowledge

3.3.4 Scaffold provision

3.3.5 Best choice to conduct the teaching-models of constructivism

Chapter Four Creating Optimal Contexts for Output

4.1 Concept of task-based collaborative teaching

4.1.1 Task

4.1.2 Interaction

4.2 Rationale for task-based collaborative teaching

4.2.1 Constructivism

4.2.2 Communicative approach

4.2.3 Humanism

4.3 Significance of task-based collaborative teaching

4.3.1 Enhancing consciousness of output

4.3.2 Providing chances of output

4.3.3 Refining environment of output

Chapter Five The Experimental Study

5.1 Purpose of the study

5.2 Subjects

5.3 Design of experiments

5.4 Instruments

5.5 Procedures of experiment

5.6 Results and discussion

5.6.1 Questionnaire results

5.6.2 Results of tests

Conclusion

Bibliography

附录：学生英语输出现状的调查问卷

Acknowledgements

湖南师范大学学位论文原创性声明

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