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Chapter 1 Introduction

Since Krashen’s Comprehensible Input Hypothesis was put forward in 1980s, ithas had an extensive and profound impact on the foreign language teaching in ourcountry. The SLA researchers have begun to center on the effects of comprehensibleinput on language acquisition, which leads to the neglect of language output. Despitewidespread popularity and support of Input Hypothesis, there is no lack of critics. Since1980s, SLA researchers have turned their focus on the language input to the role ofoutput in the development of second language proficiency.(But the attention to languageoutput was just put after the year 2000 in China.) Swain finds in the immersionprograms that language input is very important for language acquisition but it can notimprove the accuracy or fluency in language performance. To achieve accuracy andfluency, comprehensible output as well as enough output practices are indispensible.After giving such explanations to “output” as “producing language”, “producing thetarget language” and “language performance' in 1985, Swain revises the definition of“output” in 2000. She points out that “output” is the process of language acquisition andit has such techniques as “speaking”, “writing”, “collaborative dialogue”, “privatespeech”, “verbalizing” and “languaging”. Swain further claims that the languageapplication should focus on the fact that the students use the language, such as, talking.Any activities that have students talk, particularly when students reflect about theirspeaking or writing, are good activities. For large classes, pair work or small groupwork may give students more opportunities to use English and deepen their understanding of the target language points.Such a point refreshes those researchers who concentrate on their study on thelanguage competence and performance. It also interests some of SLA instructors andresearchers in our country. But it hasn’t drawn as much attention as that on the conceptof “output” put forward for the first time.

With the increasing international communication in our country, integratedapplication abilities of English, especially the abilities of listening and speaking, havebeen the focus of English teaching. The Teaching Requirements of College EnglishCourse issued in 2004 emphasizes this officially.An NPC member Zhang Pingying, president of International CommunicationSchool of Jishou University, claims that English learning in our country has occupiedand wasted a large quantity of teaching resources , even weakened and influenced thelearning time and learning effects of native language , but led to unsatisfactory learning results. However, second language learners in our country limit basically their learningin the classroom practices. In the extracurricular activities, they just do some simple“output” exercises, such as memorizing the vocabularies repeatedly, consolidating thegrammatical points or sentence patterns repeatedly and etc. Ellis points out that simpleoutput is not language acquisition but the result of repeating of language points. It is farfrom comprehensible output and it can be the preparation for that. Thus it is impossiblefor such extracurricular activities to improve language competence clearly. It justaccounts for the fact that learning time and teaching resources have been exhaustedwhile learning results are very unsatisfactory.To enhance the comprehensible output in the limi本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。