Nowadays, the phenomenon of fake prosperity in language teaching in China has sparked a hot debate. Many language learners who take part in exams such as IELTS and BEC find that it is difficult to get a high score in speaking and writing compared to listening and reading. In addition, many college students who passed the exam of CET4 and CET6 cannot use English appropriately, even though they have learned this language for over 10 years. The root of this phenomenon is that Chinese students always neglect the importance of achieving a balance between language input and language out in second language acquisition. This paper mainly analyses the reason why language learners should pay attention to the balance between language input and language output, as well as the important role of language input and language output in second language acquisition
Key Words: language input language output second language acquisition
Contents
Abstract……………………………………………………..…………….Ⅰ
摘要……………………………………………………….………..…….Ⅱ
Literature Review 1
1.1 Input Hypothesis…………………………………………………....…….…1
1.1.1 An Overview of Input………………...…………..…..………...…….……3
1.1.2 The Limitations of Input Hypothesis 3
1.2 Output Hypothesis………………………………………………..….………4
1.2.1 Definition of Output…………………………………………….…….…...4
1.2.2 An Overview of Comprehensible Output Hypothesis 4
1.2.3 Functions of Output……………………………………………….…..…...5
1.2.3.1 The “Noticing/Triggering” Function………………………….………....5
1.2.3.2 Hypothesis Testing……………………………….………………..…….6
1.2.3.3 The Meta-linguistic Function…………………….………….……..……6
ⅡClarification of Relevant Concepts 9
2.1 Acquisition VS. Learning…………………………………………..….........9
Second Language VS. Foreign Language……………………...…..……….10
ⅢThe Relationship between Input and Output……………...…..….......11
3.1 Input Precedes Output 13
Output Supplements Input…………………...……………...............………14
ⅣThe Balance between Language Input and Language Output in TEFL Classes for Chinese Students 17
4.1 The Importance of Balance between Language Input and Language Output 18
4.2 Classroom Activities………………………………...…….………………..19
4.2.1 Roughly-tuned Input………………………………...……………...…….20
4.2.2 Finely-tuned Input…………………………………...………………...…21
4.2.3 Communicative Output……………………………………………….......21
ⅤConclusion………………………………………….……………........22
References…………………………………………...…………...………23
Acknowledgements………………………………….…………….….....24
