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本文在对Krashen的“输入假设”理论反思的基础上介绍了Swain的输出理论。通过对96名非英语专业的大学生进行问卷调查,分析了他们对输出的认识,对课堂输出活动所持的态度,以及在输出中的困难和问题。根据这些分析,认为我国大学英语教学对输出的重视不够,应重新思考和定位外语课堂教学功能,努力创造语言输出环境和机会鼓励学习者进行语言输出,并且帮助学习者提高语言后续输入质量、充分利用输出项目测试对教学的反拨效应。
This article introduces Swain’s output theory based on Krashen’s “input hypothesis” theory. Through the questionnaire survey of 96 non-English majors, the author analyzes their understanding of output, their attitudes toward class output activities, and the difficulties and problems in output. According to these analyzes, we think that college English teaching in our country does not pay enough attention to the output. We should re-think and orient the classroom teaching function of foreign languages and make every effort to create a language output environment and opportunities to encourage learners to carry out the language output and to help learners to improve the quality of the subsequent input of language. Use the output test of the project to reverse the effect of teaching.