如果沒有輸入,就不會有輸出-語言專家對英語學習的觀點

　　小編：下文文章摘自語言教學專家Dr.Krashen的一篇文章，比較好闡述了語言的有效學習方式。優媽媽一直堅持對最新的教學理論進行研究，以更好的應用到我們的教學中。

　　If It Does Not Go In, Then It Cannot Come Out.

　　Passive language is built from input and it becomes emergent language even when students respond with non-verbal( movements as in TPR activities) or yes and no, or siple answers like one word answers.

　　INPUT is necessary

　　· There can be no learning without input ('Input' can be defined as the language which the learner is exposed to - i.e. listening and reading).

　　· Language development requires copious amounts of input – this is where frequency and time play a huge part (as discussed in my lecture Frequency & Time).

　　· It is not only the quantity of input that is important to SLA, but also the type, quality, and level of the input. All of these factors will have an impact on language development.

　　· Although all types of input are beneficial (even input that is beyond the learner’s level of comprehension), input that is slightly beyond the student’s current level (but still comprehensible) is probably best for facilitating language development (Comprehensible input can be defined as input that the learner can understand.).

　　· Encourage your students to notice the input. By this I mean, that for something to move from input to intake and then to output, it needs to be noticed (『Noticing』 can be defined as the act of deliberately attending to the stimulus and paying attention to specific linguistic features of the input.). Or to put it another way – in most cases input becomes output only once the student has attended

　　Now, OUTPUT is arguable, but:

　　· Output is arguably just as important as input for language development. ('Output' can be defined as the language the learner produces - i.e., writing and speaking). Therefore, teachers need to encourage their students to try to use the language they are learning as often as possible.

　　· Teachers need to encourage output in the classroom. This can be achieved by encouraging fluency over accuracy (i.e., don’t over correct your students – it can get rather frustrating and may result in a student losing motivation), and allowing students to make mistakes. Opportunities for output should be scheduled into the class. This can be achieved by dedicating time to communicative tasks, discussions/debates, developing short scripts, giving presentations, playing games that require the participants to communicate with each other, etc.

　　· In the classroom you can use or create discussions to create more speaking opportunities for your students. This opportunity for output is critical to helping your students notice their own gaps and in developing communicative fluency. The best way to go from controlled output to building the road to fluency is through vertical questioning and open-ended questions.

　　· Interaction as an interpersonal activity Sociocultural theory (Vygotsky) leads to Acquisition occurs during the interaction not as a result of it. u Interaction, as a primary source, is used to construct meaning (than facilitate acquisition) Through interaction, we move from interpsychological activity towards intra psychological activity. Interaction is conducted via scaffolding and Focusing on participation than interaction , which is precisely through questioning( vertical questioning) and embedded reading and writing .

　　· Writing and Speaking on the part of the students is always a way to assess, that is, it serves helps teachers evaluate, adjust the acquisition-learning experience through the students output. The more the input has been taken, that is through the negotiation of meaning, the more EMERGENT OUTPUT STUDENTS WILL SHOW. OUTPUT EMERGES IN STAGES, AND STUDENTS HAVE TO MONITOR THAT process by constantly monitoring their progress, which is self-correction skills they may build throughout the whole process , which is entirely theirs, they won it.

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　　以下為中文翻譯

　　如果沒有輸入，就不會有輸出

　　被動語言是由輸入建立起來的，即使學生用非言語（如TPR活動中的動作）或是與否，或像一個詞的答案那樣小口回答，它也會成為湧現語言。

　　輸入是必需的

　　·沒有輸入就沒有學習（「輸入」可以定義為學習者接觸的語言-即聽力和閱讀）。

　　·語言發展需要大量的輸入-這是頻率和時間發揮重要作用的地方（正如我在演講頻率和時間中所討論的）。

　　·不僅輸入的數量對SLA很重要，而且輸入的類型、質量和水平也很重要。所有這些因素都會對語言的發展產生影響。

　　·儘管所有類型的輸入都是有益的（即使是超出學習者理解水平的輸入），稍微超出學生當前水平（但仍然可以理解）的輸入可能是促進語言發展的最佳方式（可理解輸入可以定義為學習者能夠理解的輸入）。

　　·鼓勵學生注意輸入。我的意思是，對於從輸入到接受再到輸出的事物，它需要被注意（「注意」可以定義為有意關注刺激並注意輸入的特定語言特徵的行為）。或者換一種說法——在大多數情況下，只有學生參加了學習，輸入才會變成輸出

　　現在，輸出是有爭議的，但是：

　　·對於語言發展來說，輸出和輸入一樣重要。（「輸出」可以定義為學習者所產生的語言，即寫作和口語）。因此，教師需要鼓勵學生儘可能多地使用所學的語言。

　　·教師需要鼓勵課堂上的輸出。這可以通過鼓勵流利性超過準確性來實現（即，不要過度糾正學生–這可能會讓學生感到沮喪，並可能導致學生失去動力），並允許學生犯錯誤。輸出的機會應該安排在課堂上。這可以通過把時間花在交際任務、討論/辯論、編寫簡短的腳本、進行演示、玩要求參與者相互交流的遊戲等方式來實現。

　　·在課堂上，您可以利用或創建討論，為您的學生創造更多的演講機會。這個輸出的機會對於幫助你的學生注意到他們自己的差距和發展交流的流暢性是至關重要的。從控制輸出到建立流暢之路的最佳方法是通過垂直提問和開放式問題。

　　·互動作為一種人際活動社會文化理論（維果茨基）導致習得發生在互動過程中，而不是其結果。交互作為一個主要的來源，通過交互作用來建構意義（而不是促進習得），我們從跨心理活動走向心理內活動。互動是通過支架進行的，關注的是參與而不是互動，這正是通過提問（垂直提問）和嵌入的閱讀和寫作。

　　·學生的寫作和口語始終是一種評估方式，也就是說，它幫助教師通過學生的輸出來評估、調整習得性學習經驗。輸入越多，即通過意義協商，學生就會表現出更多的輸出。輸出是分階段出現的，學生必須通過不斷地監控他們的進步來監控這個過程，這是他們在整個過程中建立的自我糾正技能，這完全是他們的，他們贏了。

　　課

　　課

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