输出假设中的注意功能对高中英语主谓一致习得的影响研究
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-13编辑:lgg点击率:5571
论文字数:39586论文编号:org201710082055412521语种:英语 English地区:中国价格:$ 66
关键词:高中英语论文注意功能主谓一致英语教学
摘要:本文是高中英语论文,笔者认为学习者和教师的关注可以得出的研究结果的过程中,语言学习和教学过程,同时,他们有一个深刻的认识,输出的注意功能和对英语学习的积极态度。
Chapter I Introduction
1.1 Background of the present study
In China, grammar learning is regarded as the hardest part in the process of English teaching andlearning. Although students in senior high school have learned English for several years, most of themstill get a low mark in English exams. In the most cases, they could not express English fluently andmake different grammatical errors in their language output. There are many different reasons. Amongthem, one of the reasons is that most Chinese teachers attach more importance to input in the process ofteaching foreign language. They often ask students to listen and read English in class lacking of speakingand writing practice.At the beginning of 1980s, Krashen (1985) put forward the Comprehensible Input theory in SLAwhich treated the comprehensible input as the only condition to realize the Second Language Acquisition(SLA). Under the influence of Krashen’s Input theory, a wide-ranging phenomenon is that the role ofinput was regarded more important than that of the output in SLA. However, more and more objectionswere put forward by other scholars with the development of SLA. Schmidt & Frota (1986) insisted thatcomprehensible input did not assure the occurrence of acquisition, because not all the comprehensible inputcould become intake by second language (L2) learners. Another theory is famous for ComprehensibleOutput Hypo
thesis(CO Hypothesis) , first put forth by a Canadian linguist, Merrill Swain (1985). In heroutput hypothesis, Swain holds a view that comprehensible output plays an important role in SLA. Sheevaluated that only depending on absorbing a great deal of comprehensible input is not enough for L2learners to improve their English levels. A lot of comprehensible output is also needed to produce.According to Swain’s output hypothesis, there was mainly four functions about CO Hypothesis: 1) thenoticing/ triggering function; 2) the hypothesis testing function; 3) the meta-linguistic function; 4) thefluency function. Since then, many researchers have put more and more stress on the role of noticing inSLA. A critical question is proposed: How to improve learners’ attention to linguistic forms and makelearners learn them better?
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1.2 Purpose and significance of the present study
Important as grammar learning in English is considered, the current situation is beyond satisfaction.Although students in senior high school have learned English for many years, most of them could notexpress English fluently and make different grammatical errors in their English learning. In addition,correcting grammar mistakes by teachers or students is very boring and low effective job for both.Therefore, how to pay attention to their language problems, willing to correct them and improve grammarproficiency becomes a crucial problem for students.The output hypothesis can promote the learner’s grammar competence, but the researches based on thenoticing function of output hypothesis are very limited (Zhang Xiaoang, 2014). So the author decides todo this study, and the aim of it is assumed to do experiment to investigate the effectiveness of the noticingfunction of output hypothesis and further discover whether output hypothesis can promote the acquisitionof the target language form. Moreover, the researcher expects that this study can provide more supportingfindings for Swain’s Output Hypothesis. Both learners’ and teachers’ attention can be
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