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输出假设理论对于教师在二语/外语学习中的角色具有重要的启发意义。有实验证明,“可理解输出”完全可以作为与“可理解输入”并行的观念,促进学习者更加精准、连贯、得体地传达他们想要传达的意思。借用“可理解输入”i+1的公式,“可理解输出”中的“1”可以理解为教师对学生的引导、点拨与促进作用。我们相信,在对外汉语教学过程中,教师的角色不仅是语言知识的传授者,而且是学习者语言输出的推动者,后者甚至更为重要。
The output hypothesis theory is of great significance to teachers’ role in second language / foreign language learning. Experiments have proved that “comprehensible output ” can be used as “comprehensible input ” parallel concept, to promote learners more accurately, coherently and appropriately convey the meaning they want to convey. By borrowing the formula “understandable input ” i + 1, “1 ” in “comprehensible output ” can be understood as the teacher’s guiding, pointing and facilitating role for students. We believe that in the process of teaching Chinese as a foreign language, the role of teachers is not only the preacher of linguistic knowledge, but also the facilitator of learner language output, which is even more important.