Interpretation And Verification Of Input-Output Hypothesis In FLT

Theories of second language acquisition (SLA) are presented to describe the nature of the linguistic categories that constitute the learner's interlanguage at any point in development and explain why the learner develops the particular linguistic categories that he does. They have also played certain roles in foreign language teaching and learning. Krashen's Monitor Theory (MT) is the most influential in the foreign language teaching (FLT) in China. Krashen emphasizes that comprehensible input plays a key role in language acquisition, but he does not address the role of output in language acquisition. The intake of input needs to be reflected and testified in output, so Swain puts forward the Output Hypothesis as a complement to Krashen's claim. In the Output Hypothesis, comprehensible output is regarded as an essential factor to language acquisition. Swain states that both comprehensible input and output can guarantee successful language acquisition.The objective of this study is to explore the different roles of Input and Output Hypotheses in second language acquisition and foreign language learning, with the focus on the operational principle of input and output in foreign language teaching. Taking place in different settings, foreign language learning (FLL) differs a great deal from second language acquisition in quite a few ways. Based on the knowledge of Input-Output Hypothesis and the particular conditions for foreign language learning in China, the author presents an input-output model for foreign language teaching. In this model, the interaction between input and output is emphasized in foreign language learning. Learners'output includes oral production and written production, and involves output in class and after class. The author carried out an experiment in College English teaching to test the operation and effectiveness of the model. The results show that the proposed model is conducive to improving learners'overall proficiency of the target language.It is concluded that there are great differences between second language acquisition and foreign language learning. We must deal with the relationship between them in an objective and scientific way. Although Input and Output Hypotheses have positive effects on China's foreign language teaching, we cannot apply the theories of input and output to foreign language teaching directly. But we can draw implications for the foreign language teaching in China. In the practice of teaching, both input and output should be emphasized. We should try to increase the quantity and improve the quality of input, and provide more opportunities of...