| The present thesis attempts to investigate the effects of language output on second language acquisition from the perspective of constructivism in order to find out an effective way to promote language output and enhance communicative ability thus to improve the quality of foreign language learning and teaching.With the proposal of Krashen's Monitor Model at late 1970's, more and more second language acquisition researchers and L2 teachers believe in the theory of Comprehensible Input Hypothesis holding that comprehensible input is the only factor leading to successful L2 learning. In the past two decades, many researches and studies devoted to the studies of input, making input the focus of second language acquisition research.Nevertheless, after more than ten years' research and teaching practice, SLA researchers find that it is not sufficient to obtain a high level of language proficiency only by receiving comprehensible input, so, in the Mid-1980's, some researchers began to investigate the effects of output on SLA and shifted their attention to the value and importance of L2 learners' production of the target language. Among them, Merril Swain's study is the most concrete and detailed. Parallel to Krashen's Comprehensible Input Hypothesis, Swain proposed "Comprehensible Output Hypothesis" maintaining that language output can facilitate SLA process in three ways, that is, its three functions: 1. the noticing-triggering function which means that output helps the acquirers to notice some problems in their interlanguage system and then trigger cognitive processes conducive to SLA. 2. the hypothesis-testing function which refers to the fact that acquirers can consider language output to be a way of testing their hypothesis about the use of the target language. 3. metalinguistic function which means that byusing the second language, the acquirers can control and internalize the target language.Based on Swain's research on output, Gass(1997) advanced two other functions of output: feedback provision and automaticity development. By feedback provision, Gass means that through output L2 acquirers can obtain positive or negative feedback which can be used to confirm or disconfirm their hypothesis about the target language. Automaticity development means that constant language output can automate and routinize the skills of language use.Following up Swain and Gass' study, Skehan made further research on the functions of output and he postulated four other functions, namely: better input generation, syntactic processing involvement, discourse skills development and personal voice development. Better input generation refers to the fact that output can serve as a signal to inform one's interlocutor of his current language level so that the input directed to the listener is more finely-tuned and more comprehensible. Syntactic processing involvement means that output activity will force the learners to pay more attention to the syntactic aspects of the target language, resulting in the accuracy of his interlanguage. Discourse skills and personal voice development refers to the fact that output activities supply the learners with opportunities to cultivate their communicative abilities and personal style of speaking. In a word, over the decade of research, SLA researchers advanced altogether nine functions of output. However, the past researches were all confined in the field of linguistics with its research angle isolated and research results limited. In order to investigate the functions of output multi-anglely, this writer attempts to examine language output from the angle of constructivism.On the other hand, the development of learning theories experienced a process from behaviorism to cognitivism with constructivism being itsfurther development. Piaget, being the most influential representative of constructivism, holds that the individual gradually constructs his interpretation of the objective world in the interaction through assimilation and accommodation. Another representative Vogotsky advanced the Zone of Proximal Development theory emphasizing that the individual's psychological and language development is closely related to the social and cultural environment. Based on their research, Bruner put forward the theory of " Discovery Learning " maintaining that teachers should create chances for the students to discover objective rules in the collaboration with their peers. In addition, Kelly advanced " personal construct" theory holding that the individuals construct their interpretation of the external world according to their preference and original experience. In a word, constructivism emphasizes the active role of the learners, the interaction and cooperation of the learning process and the practicality and application of learning results.Constructivism provides us with a brand-new angle to understand the functions of output in SLA. Its significance lies not in offering us a set of operational process but in the fact that through this angle we can deepen our understanding about the essences of SLA and guide teaching practice more effectively. According to this writer, seen from the perspective of constructivism, output has five roles to play in SLA, namely: l.more chances for accommodation 2. improvement from other-direction to self-direction 3. transformation from declarative knowledge to procedural knowledge 4. scaffold provision 5. implementation of teaching-models of constructivism. In summary, the functions of output advanced by linguists were further demonstrated by psychological and educational theories.Since both output research and constructivism testified that language output has important roles to play in SLA, and it is vital to create optimal environment of language output in our teaching practice. This writerproposes a teaching model of" task-based collaborative learning" which can: 1. enhance output awareness 2. provide output chances 3. refine output environmentIn order to investigate the effects of language output on SLA; this writer has done two experiments about language output. The first one is a questionnaire with an aim to investigate the present output condition of non-English major college students. The result shows that though students are aware of the importance of output; they have had little output practice and they lack confidence in producing language output. The second one is two language proficiency tests; which attempt to explore whether language output can promote SLA. Two tests of College English Tests Band four were administered to the two experimental classes and the two control classes in Computer Department of Hunan University of Science and Engineering. The materials of the questionnaire and the results of the two tests were collected and analyzed by using SPSS software. The results have revealed that the students in the experimental group outperformed those in the control group in the posttest of language proficiency. That is to say; the findings of the experiment have demonstrated that language output is beneficial to the improvement of SLA.Finally; the thesis points out that though some improvements have been made in the research of output; some questions still need to be exploited; such as what factors influence the learners' output ability; what's the relationship between the individual's personality attributes and the development of output ability; which need more researches combined with language teaching practice. |
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