输出假设理论的开题报告.doc

开 题 报 告 （2016届） 输出假设理论在初中英语口语教学中的应用 学 院 英语学院 专 业 英语 班 级 英语1208班 学 号 0307120828 学生姓名 吕银燕 指导教师 徐华 日 期 2016年1月2日 I. Background and Significance 1.1 Background In 1980s, two hypotheses were generated in the second language acquisition field. One is Krashens comprehensible input hypothesis, the other one is the output hypothesis of the Canadian professor swain.Krashens input hypothesis emphasizes that language input is the only way to language acquisition, as long as there is a large number of input learners will naturally be able to master the second language. This claim was questioned by Swain , given her many years of immersion teaching, she found even if students have considerable input, but their language output competence is still not satisfactory. From this, she put forward the well-known output hypothesis theory. Further exploration in the field of second language acquisition. 1.2 Significance 1.2.1 Theoretical Significance English consists of the most basic four aspects: listening, speaking, reading and writing are indispensable, but the spoken part of it occupies the main position. A significant difference between the input and output hypothesis is whether to put the oral expression ability in a more important position. Input theory is more emphasis on the students ability to accept, as long as the students accept a large number of comprehensible input can naturally have the ability to express. And the output is the need for students to work hard, through constant practice, to correct their own shortcomings, to obtain progress. Obviously, the two theories have their advantages, but it is more meaningful to improve students oral expression ability with the students subjective initiative. In other words, the output hypothesis provides us with a good research direction. 1.2.2 Practical Significance With the economic globalization, the deepening of Chinas reform and opening up, China closely link the western countries by the cultu