输入假设与输出假设对英语教学的启示

Enlightenment of Input Hypothesis and Output Hypothesis on English Teaching

摘要: 针对二语习得的研究，美国语言学家克拉申在儿童第一语言的习得基础上提出了备受争议的输入假设，强调可理解性输入在语言习得中的核心地位。对此，斯温纳持不同看法，提出了以“沉浸式教学”实践为基础的输出假设。两种假设看似对立，实则是以语言习得的不同角度为出发点。二者皆对外语教学具有重大启发。

Abstract: For the study of second language acquisition, American linguist Krashen put forward controver-sial input hypothesis on the basis of children's first language acquisition, emphasizing the central position of intelligible input in language acquisition. Swanner holds different opinions and puts forward output hypothesis based on immersion teaching practice. The two hypotheses seem to be contradictory, but in fact they are based on different perspectives of language acquisition. Both of them have great implications for foreign language teaching.