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1、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 Significance1.1 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 hyp
2、othesis 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 yea
3、rs 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 Significance1.2.1 Theo
4、retical 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
5、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
6、 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 Si
7、gnificance With the economic globalization, the deepening of Chinas reform and opening up, China closely link the western countries by the cultural communication, trade cooperation, traveling, academic exchange,etc. Therefore to learn a second language especially English is extremely important. At p
8、resent, our country vigorously advocate learning English, from primary school to all kinds of colleges and universities, the countrys investment in English gradually deepen.With the total national curriculum,it can give us a global guide.National curriculum standards are to provide a subject nature
9、of the course, course target, content, implementation proposed guidance document for teaching.Compared with the syllabus, it is in the basic concept of curriculum, curriculum goals, course implementation part elaborated more detailed, clear.In simple terms, the curriculum standards is that students
10、should know what and what can be done after learning a period of time , it reflects the state of the students learning outcome expectations.Different subjects have different curriculum standards throughout the whole stage of compulsory education and general education. Here this paper will have an im
11、portant discussion and research of junior middle school English curriculum standards.Curriculum standards through several times change and the newest curriculum proposed the requests as follows.At the stage of compulsory education English curriculum overall goal is to cultivate students preliminary
12、comprehensive ability of using the language, and the English learning to promote the mental development of the students, improve the students comprehensive cultural literacy. Comprehensive language application ability of language skills, language knowledge, emotion and attitude, learning strategies
13、and cultural awareness and other aspects of the overall development of the above. Language knowledge and language skills is a comprehensive ability to use language; cultural awareness is helpful in correctly understanding of language and the appropriate use of language; positive emotional attitude i
14、s conducive to promoting students active learning and sustainable development; effective learning strategies is to improve the learning efficiency and development of autonomous learning ability. These five aspects complement each other, and jointly promote the formation and development of the compre
15、hensive ability of using language.In the stage of compulsory education English curriculum should be able to make the students to learn English and use English, language development using ability and interpersonal skills, form a positive emotional attitude and effective learning strategies; shall be
16、such as to enable students to experience the English rich cultural connotation in the process of learning and using English, especially understanding cultural differences, the formation of cultural awareness and preliminary cross cultural communicative competence of a cross preliminary.Thus, we can see that our country pay more attention to students communicative competence.N.Chomsky
