输出理论对大学生英语写作的作用

输出理论对大学生英语写作的作用［Abstract］English writing is one of the four basic skills that an English leaner should have and that is an indispensable part in the process of English learning. There is not escape for college students to avoid the argumentative genre since it reflects learners’comprehensive competence in applying language. Canadian linguist Merrill Swain （1985）proposed output theory including three functions，which are the noticing/triggering function，the hypothesis-testing function and the metalinguistic function.［Key words］output theory，noticing function，hypothesis-testing function，metalinguistic functionI. Background of the StudyOne of the vital reasons for teaching English writing is that it is a basic language skill，just as the same important as speaking，listening and reading. Among the four language skills，listening and reading are considered as input，speaking and writing are considered as output. As one form of language output，English writing plays a very crucial role in the communication between different countries due to the global economic development. In today’s society，people in different countries often contact with each other through writing. Thus，students with highcompetence of English writing are needed in many agencies and companies after graduation. So，students need to know how to construct paragraphs more logically，how to write sentences with the diversified sentence patterns and appropriate words. Besides，writing has already been one of the important content in many kinds of English tests. Especially for English argumentation，it often appears in the College English Test Band 4 （CET-4）. However，according to the provision set by “College English Teaching Syllabus”，college students should be able to write a composition of 120 words with coherent content and less grammar errors within 30 minutes for CET-4. However，so far，the condition of college students’English writing is unsatisfactory. There are many mistakes in their compositions，such as the mistakes of grammar，the inappropriate words in the sentences and so forth. So，much more attention should be paid to the instruction of English writing in order to help students enhance their English writing competence.Ⅱ. Swain’s Output TheoryIn 1985，Merrill Swain，a Canadian linguist，put forward a systematic hypothesis for language acquisition （Swain 1985）. She termed it as the comprehensible output theory，which can be regarded as a parallel to Krashen’s comprehensible input theory. In order to prove the importance of the output for learners’language acquisition，Swain（125-132）conducted a research known as the French immersion program. The participants of the research are grade six students. The native language of some participants is English，and others speak French. When the participants had class in school，the teacher taught them in French only. This French immersion program was regarded as the ideal language environment，which could provide enough language input for learners’acquisition. However，Swain found that the students whose mother language is English did not make the same progress in speaking and writing as French students，although they gained some improvement in reading and listening. Under this situation，Swain argued that one of the critical factors for this result was the limited language production. Therefore，if learners want to master a language，they should consider the importance of language input and language output at the same time.Ⅲ. Functions of Output TheoryAfter the proposal of the output theory，Swain further refineed her studies and has put forward the three functions of the output theory for language acquisition （Swain 128）. The first function is the noticing function/ triggering function. The second function is the hypothesis-test function，and the third one is metalinguistic function. The three functions of the output theory can further explain the importance of the output theory for language acquisition and the importance of improvingthe accuracy of foreign language （Ellis 1998；Schmidt 1992）.3.1 Noticing functionThe noticing/triggering function of the output has the effect，which can make language learners discover their linguistic problems. Swain hypothesizes that output can give rise to noticing （Swain and Lapkin 1994）.That is to say，during the process of producing the target language，learners may notice the linguistic gap between what they want to say and what they can say，leading them to recognize what they do not know，or know only partially （Swain 129）. In other words，when language learners are writing or speaking the target language，sometimes，they may find that there is the distance between what they can express and the target language. Then，after realizing this problem，they are motivated or triggered to narrow the distance between what they can express and the target language. This process can generate some new linguistic knowledge for learners or consolidate their acquired linguistic knowledge （Swain and Lapkin 1994）.3.2 Hypothesis-testing functionHypothesis-testing function is another function of output，which is important for language acquisition. According to Longman dictionary of Language Teaching & Applied Linguistics，thehypothesis-formation，most people believe，“mainly comes from the language we see or hear around us” （Richards et al. 212）. The aim of learning a foreign language is for communication with people. When learners speak with others，they will try their best to express themselves well in order to be understood. Then，learners will use the language knowledge they have acquired. At this time，the hypothesis-testing function works. Swain and Lapkin claim that “the substance of their thoughts was sometimes faulty，leading to incorrect hypothesis and inappropriate generalization，suggesting that relevant feedback could play a crucial role in advancing their second language learning” （Swain and Lapkin 384）.3.3 Metalinguistic functionThe third function of output is metalinguistic function，which is also referred to as “conscious reflection”. That is to say，the meta-language is the language，which is used to analyze or describe a language. Swain （126）claimed that “as learners reflect upon their own language usage，their output serves a meta-linguistic function，enabling them to control and internalize the linguis tic knowledge”. In other words，when learners are given the assignment to write or speak something，they will think or reflect upon how to write or speak well in the target language. Besides，they will also analyze the target language they spokeor wrote. This kind of action is regarded as an effective way for language acquisition.3.4 The importance of output in second language acquisitionIn second language learning，the role of output cannot be ignored. Language learners can produce the target language more accurately by practice of language production. It is acknowledged that accuracy and fluency are two different aspects of language performance. According to Longman Dictionary of Contemporary English （575），fluency is defined as “the language expressed readily and without pause” Accuracy refers to the ability to produce grammatically correct sentences （Richard 1985）which involves the syntactic processing of language and so forth. For second language learning，besides the fluency of the language，the accuracy of the language is important if learners want their language productions to be understood.Language learners can improve the accuracy of their language by output assignment. Swain （131）pointed out that “syntactic processing includes instances where learners move beyond processing words as independently functioning lexemes and come to consider them in their relationship to other words in the sentences. It thus includes phenomena such as adjectival agreement，verb-subject agreement，and word order”. That is to say，when learners are required to write something，they mustfocus on the syntactic processing，such as the word order and the agreement of the subject and predicate. Also，they should pay attention to the grammar. According to the function of hypothesis-testing in Swain’s output theory，if learners have difficulty in expressing what they want to write in the target language，learners will realize there are some linguistic problems，and then they will try to solve the problems. Through the process of solving the linguistic problems，they will focus on the usage of the language knowledge that they do not know how to write in the target language. Therefore，language production can facilitate the accuracy of second language learning.It is necessary for teachers to encourage students to solve the problems encountered in their English writings by self-reflection. Self-reflection can help students improve their writing competence and consolidate their acquired knowledge. For example，some students would have some kind of difficulties during the process of English writing，such as the English words they do not know how to spell，or the sentences they do not know how to write. Then，under this situation，students should be advised to try to solve their problems by self-reflection. If students can find the answers to the problems encountered in their English writings by thinking deeply，they can further internalize their acquired English knowledge. Thus，they can avoid making the same mistake again next time.Also，teachers should provide students the chance of discussing the difficult problems existing in their English writings. At the beginning of the class，it is better to divide students into several groups with four or five students in each group. Thus，students can discuss the mistakes that they cannot correct by themselves with their group members. Through this activity，students can not only learn more English knowledge，but also increase their interest in English writing because all the members of the group will take part in the discussion on the difficulties existing in their English writings together. Then，students will provide different solutions to the difficulties. By doing so，studep 【References 】［1］De Bot，K. 1996. The Psycholinguistics of the Output Hypothesis［J］.Language Learning，46.[2] Ellis，R. 1998. The role of Practice in Classroom Language Learning［J］.AllA Review，5.[3] Fotos，S. 1993. Consciousness-raising and Noticing through Focus on Form：Grammar Task Performance versus Formal Instruction ［J］.Applied Linguistics，14.[4] Gass，S. 1997. Input，Interaction，and the Second Language Learner［M］.Mahwah：Lawrence Erlbaum Associate，Inc..[5] Krashen，S. 1985. The Input Hypothesis：Issues and Implications［M］.London：Longman.[6] Swain，M. 1995. Three Functions of Output in Second Language Learning［C］//Cook，G. Principles and Practice in Applied Linguistics. Shanghai Foreign Language Education Press.[7] Swain，M.，Lapkin，S. 1995. Problems in Output and the Cognitive Processes They Generate：A Step Towards Second Language Learning［J］.Applied Linguistics，16.[8] 冯纪元，黄娇.语言输出活动对语言形式习得的影响［J］.现代外语，2004（2）.[9] 卢任顺.“输出假设”研究对我国英语教学的启示［J］.外语与外语教学，2002（4）.[10] 尤其达.输入与输出并举，提高英语应用能力［J］.外语界，2001（6）.输出理论对大学生英语写作的作用［摘要］英语写作是学习者应当掌握的四项基本技能之一，是英语学习过程中不可或缺的一环。