基于“输入–输出”理论的英语专业口语教学优化研究——以反馈机制与注意机制为中心

Optimizing Oral English Teaching for English Majors from the Perspective of “Input-Output” Theory—Focusing on Feedback and Noticing Mechanisms

摘要: 在英语专业口语教学中，如何促进语言输入向高质量语言输出的有效转化，是当前教学改革中的重要议题。基于Krashen输入假说和Swain输出假说，结合高校英语专业口语教学中普遍存在的“重知识输入、轻真实输出”“重结果评价、轻过程监控”等问题，本文以反馈机制与注意机制为切入点，探讨二者在英语专业口语教学中的功能定位及其协同价值。文章在梳理“输入–输出”理论、反馈理论和注意假说相关研究的基础上，分析反馈机制在偏误识别、表达调节和学习激励方面的作用，以及注意机制在语言形式觉察、表达监控和输入吸收中的功能，并进一步提出“输入–输出–反馈–注意”联动式口语教学优化路径。研究认为，反馈机制与注意机制分别从外部支持和内部加工两个维度促进学习者口语能力发展，二者的有机结合有助于提升英语专业口语教学的科学性、针对性和实践成效。本文可为高校英语专业口语课堂设计与课程改革提供一定的理论参考与实践启示。

Abstract: In oral English teaching for English majors, how to promote the effective transformation of language input into high-quality language output has become an important issue in current pedagogical reform. Grounded in Krashen’s Input Hypothesis and Swain’s Output Hypothesis, and in view of the common problems in university oral English teaching for English majors, such as overemphasis on knowledge input but insufficient authentic output, as well as greater attention to outcome evaluation than to process monitoring, this paper takes the feedback mechanism and the noticing mechanism as its entry point to explore their functional roles and synergistic value in oral English teaching for English majors. Based on a review of studies on Input-Output Theory, feedback theory, and the noticing hypothesis, this paper analyzes the roles of the feedback mechanism in error identification, expression adjustment, and learning motivation, as well as the functions of the noticing mechanism in awareness of linguistic form, monitoring of oral production, and the internalization of input. It further proposes an integrated optimization path for oral English teaching characterized by the linkage of input, output, feedback, and noticing. The study argues that the feedback mechanism and the noticing mechanism facilitate the development of learners’ oral proficiency from the two dimensions of external support and internal processing, and that their organic integration can enhance the scientificity, relevance, and practical effectiveness of oral English teaching for English majors. This study is expected to provide both theoretical reference and practical implications for oral English classroom design and curriculum reform in higher education.