改进初中英语实习教师课堂话语的行动研究毕业论文

PAGESCHOOLOFFOREIGNSTUDIESSouthChinaNormalUniversity AnActionResearchofImprovingaJuniorEnglishPre-serviceTeacher’sTeacherTalk改进初中英语实习教师课堂话语的行动研究byAseniorthesissubmittedtoSchoolofForeignStudies,SouthChinaNormalUniversityinpartialfulfillmentoftherequirementsforthedegreeofBachelorofArtsMARCH,2015DeclarationofAuthorshipIdeclarethatthisseniorthesisismyownoriginalwork.IhavealreadyreadtheSCNUIdeclarethatthisseniorthesisismyownoriginalwork.IhavealreadyreadtheSCNU’spolicyonplagiarism.Nopartofthisseniorthesishasbeenorisbeingconcurrentlysubmittedforanyotherqualificationatanyotheruniversity.Icertifythatthedatacollectedforthisseniorthesisisauthentic.Ifullyunderstandthatfalsificationofdatawillresultinthefailureofthethesis.Name: __________________Signature: __________________Date: ____________________________________________________________________________________________PAGEIPAGEIABSTRACTTeachertalk(TTforshort)isnotonlyatoolforteacherstoconductteachingplan,butalsoasignificantsourceforstudents’languageinput.Therefore,teachertalkplaysacrucialpartinorganizingclassroomteachingandtheprocessoflanguageacquisitionoflearners.Thetargetsformostoftheresearchesthathavebeenconductedonteachertalkareallaboutin-serviceEnglishteachers,butlittleaboutpre-serviceteachers.Itisuniversallyacknowledgedthatthepre-serviceteachersinnormaluniversitiesarenotseniorlearnersofEnglish,butalsonewteacherswholackteachingexperience.Therefore,theresearchofteachertalkonstudentteacherembodiesgreatsignificance.GuidedbytheInputHypothesis,OutputHypothesis,InteractiveHypothesis,thepresentstudyisconductedtoanalyzetheTTbasedontheauthorherselfDuringfourmonthsofactionresearch,aseriesofmethods,likequestionnaires,interviewandinterpretingtheteachertalkandsoon,areused.Thisthesishasgreatsignificancebothinimprovingtheteachertalkoftheauthorherselfandmakingpreparationforthelaterteaching.Theresultshowsthat1)Task-BasedLanguageTeachingisusefulinEnglishclassteaching,whichenabletoincitestudentstotakepartintheclassroomactivities.2)Instructionalwords,asoneofthevitalpartsofTT,playanimportantpartinconnectingtheexchangesintheteachingsteps.Byusinginstructionalwords,teachercanclearlyillustratetherulesofsometasks,sostudentscanfinishthosetaskswithoutdifficulty.3)Itisveryimportantforteacherstointeractwithstudents,butnotjusttalktothem.Therefore,itisveryessentialforteacherstotrainthewayofquestioning,andthequestionsorinstructionthatteachersgivetostudentsshouldbeclearandstraighttothepoint.4)Asacrucialpartofteachertalk,appropriateteacherfeedbackcanhelpstudentsmasterthetargetlanguage.Byusingtheappropriateteacherfeedback,teacherscanstimulatestudents’motivationonstudy.5)Theimprovementofteachertalkcanhavepositiveresultonthestudents’scores.Thepresentstudyisonlyatentativeoneandtherearestillsomelimitations.Someotherproposalsareneededtoputforwardsoastotriggermorevaluablecontributionsinthisfield．Keywords:teachertalk;actionresearch;fourprinciplesofTTbyChengXiaotangPAGEPAGEIII中文摘要教师话语不仅是教师执行教学计划的工具，而且是学生知识输入的重要来源，因此教师话语在教师课堂组织和学生语言习得中起着至关重要的作用。以往的教师课堂话语研究大都是针对在职英语老师的课堂话语，很少涉及高校英语教育专业实习生的课堂话语。英语教育专业的实习生是特殊的英语使用者群体，既是高级阶段的英语学习者，又是新手英语教师。因此，研究英语实习教师的课堂话语具有重要意义。本人在实习期间担任广州市长兴中学的代课老师，代课时间为四个月。本研究以本人为研究对象，以Krashen的输入假设、Swain的输出假设和Long的交互假设为理论依据，通过问卷调查、访谈和课堂录音转录等研究方法，进行为期四个月的教师话语特征的行动研究，探讨自己作为实习教师的课堂话语特征，从而改善自己的教师话语，为今后的教学做准备。本研究得出的结论是：1）任务型教学法有利于提高教师话语，同时为学生提高真实的语境和与学生更好的互动交流。2）指令语作为教师用语非常重要的部分，是教学流程中联系师生交流的纽带。通过教师指令语的正确使用，教师可以准确无误的传达活动指令。3）在使用教师话语中，教师应该多跟学生互动，而不是自己讲，要给学生足够的时间表达自己的想法或观点。4）适当的教师反馈有利于激励学生学习，从而提高学生兴趣。5）教师话语的提高可以激发学生的学习动机，同时提高学生的学习成绩。本研究从结果中得到的启示是：该研究仅为尝试性研究、仍存在一定的局限性，期待相关领域的学者专家的深入探讨。关键词：教师课堂话语；行动研究；程晓堂教师话语分析四原则TableofContentsTOC\o"1-2"\h\uABSTRACT I中文摘要 IIChapterOneIntroduction 11.1ResearchBackground 11.2PurposeandSignificanceoftheResearch 11.3OrganizationoftheThesis 2ChapterTwoLiteratureReview 32.1TeacherTalk 32.2StudiesonTTAbroad 52.3StudiesonTTAtHome 52.4Summary 62.5ComprehensibleInputHypothesis 72.6TheComprehensibleOutputHypothesis 82.7TheInteractiveHypothesis 82.8Summary 9ChapterThreeResearchDesign 103.1ActionResearch 103.2Participants 103.3Procedures 10ChapterFourImplementationandDataAnalysis 124.1PuttingForwardofProblem 124.2ImplementationandDataAnalysis 13ChapterFiveResultandDiscussion 205.1MeasuresThatAreCarriedOuttoImproveTT 205.2PracticeMakesPerfect 205.3Motivation 21ChapterSixConclusion 226.1MajorFindings 226.2LimitationsoftheStudyandFutureDirectionoftheTopic 23AppendixI 24AppendixII 27References 29ACKNOWLEDGEMENT 31PAGEPAGE32ChapterOneIntroduction1.1ResearchBackgroundEnglishcurriculumstandardforcompulsoryeducationshowedthat,English,astheoneofthewidelyspokenlanguagearoundtheworld,hasbeenaveryimportanttoolforinternationalconnectionandcommunicationoftechnologyandculture(Theministryofeducation,2003).Meanwhile,openingEnglishcourseinthestageofcompulsoryeducationhasagreatsignificancetothefuturedevelopmentofteenagers.AsthemaintoolforstudentstolearnEnglish,Englishclassplaysanimportantpartinstudents’Englishlearning.TheyspendmostoftimelearningEnglishinclass.Therefore,wecastagreatdemandforteachers’teaching,aswellasteachertalk,asitisthemainwayforteacherstoimparthisknowledgetostudents.InEnglishclass,Englishisnotonlythetargetlanguagethatstudentshavetolearn,butalsoasacrucialtoolinteacher’steaching,thusteachertalkinthelimitedtimeofjuniorEnglishteachingisveryimportantforlearner’sEnglishlearning.Teachercontrolswhatgoesonintheclassroomsprimarilythroughtheiruseoflanguage.Usinglanguageproperlyinteaching,forexample,beingauthentic,interactive,logicandnormativeinteachertalkcanattractandinfluencestudents,makingtheclassatmospherebecomeveryactiveandimprovethelearninginterestofstudents.Atthesametime,ifteachersusetargetlanguagetoprovidelanguageinput,theycanfostertheirstudentstheabilityofusinglanguage.Thestudyonteachertalkboomedinwesterncountriesinthe1980s,whileinChina,therelatedresearchbeganrelativelylate,whichisfromabout1998.1.2PurposeandSignificanceoftheResearchWhyshouldtheauthorconductaresearchonteachertalkofhers?Firstofall,whentheauthorhadherinternshipatChangxinmiddleschoolinGuangzhou,shefoundthatshehaddifficultyinmakingherselfunderstood.ShetriedhardtouseEnglishtoexplainforstudents,butshefoundthatstudentdidn’treallyunderstandwhatshesaid.Thissituationconfusesher,soshewantstofindoutthereasonwhystudentscan’tunderstandherandhowshecanimproveherteachertalk.Secondly,studentteachersarenewresourceswhoaregoingtoteachtheirstudents.Theyarenotexperiencedenoughinteaching.Theymayhavesometroubleintheirteachertalk,forexample,theirauthenticity,interaction,logicandnormalizationarenotgoodenoughcomparedtothosequalifiedteacher.Therefore,iftheycanimprovetheirteachertalk,theycanmakepreparationfortheircareer.Lastbutnotleast,intheresearchesaboutteachertalkthathavebeenconducted,mostoftheresearchers’targetarein-serviceteachers,onlyfewofthemfocusonpre-serviceteachers,andnoneofthepre-serviceteacherstakethemselvesasthetarget.Therefore,byconductingthisactionresearch,theauthorintendstomakeimprovementfortheresearchofteachertalk,meanwhileaddsomethingnewtofilltheresearchgap.Ifteachersareabletoteachstudentsandorganizeclasseswithaccurateandbrieflanguage，theycanbemoresuccessfulintheirteachingcareer．Teachertalkisawaytostudyhowtoimproveforeignlanguageteaching．Teacherstrainthestudentshowtocommunicatewithothersinforeignlanguages.Theycanachievethisgoalbyimprovingtheirownteachertalksoastobeunderstood.TheEnglishclassinjuniorhighschoolisthecrucialplaceforteacherstocultivatestudents’comprehensiveabilityofusingEnglish,whichsetafoundationalstageforseniorhighschoollearning.thereforeitplaysanespeciallyimportantrole．"Notonlyfortheorganizationoftheclassroombutalsofortheprocessofsecondlanguageacquisition．Itisimportantfortheorganizationandmanagementoftheclassbecauseitisthroughspeechthatteacherseithersucceedorfailtoimplementtheirteachingplans．Intermsofacquisition，teachers’speechactsareimportantbecauseitisprobablythemajorsourceofcomprehensibletargetlanguageinputthelearnerislikelytoreceive”(Nunan1991：189)．1.3OrganizationoftheThesisThepresentstudyconsistsofsixparts.Itstartswithanintroductionasthefirstchapter,whichisaboutthebackgroundknowledge,andthepurposeandthesignificanceofthestudy.Chaptertwowillfocusonliteraturereview.Keyconceptionswillbedefinedandpreviousstudiesaretobeincluded,aswellasstudiesonteachertalkandbasictheoriesliketheInputHypothesis,theOutputHypothesis,andInteractionHypothesis.Chapterthreeisresearchdesign,whichincludestheresearchquestions,researchsubjects,methodsofthestudy,aswellasresearchprocedures.DiscussionandanalysisofthedataindetailwillcomeinChapterfour，whichisthemainpartofthewholestudy,wheretheauthorwillcarryouttheactionresearchandanalyzetheresult.Chapterfiveisdiscussion,analyzingthefactorsthatinfluencedtheimprovementofTT.Thethesiswillcometoanendinthelastchapter,whereconclusionsareobtainedwhileillustratingthelimitationsofthepresentstudyandprovidingsuggestionsforfutureresearch.ChapterTwoLiteratureReview2.1TeacherTalk2.1.1DefinitionofTeacherTalkTeachertalkisalanguagetypicallyusedbyforeignlanguageteachersintheprocessofteaching.InLongmanDictionaryofLanguageTeachingandAppliedLinguistics,teachertalkisdefinedas:Thevarietyoflanguageissometimesusedbyteacherswhentheyareintheprocessofteaching.Intryingtocommunicatewithlearners,teachersoftensimplifytheirspeech,givingitmanyofthecharacteristicsofforeignertalkandothersimplifiedstylesofspeechaddressedtolanguagelearners(Richards,2002:471).All-WrightandBaileyclaimedthat“talkisoneofthemajorwaysthatteachersconveyinformationtolearners,anditisalsooneoftheprimarymeansofcontrollinglearners’behavior.”(1991:139)AsforCook(2000),hethinksthatitreferstotheamountofspeechsuppliedbyteachersratherthanstudents.CookdemonstratedthatEnglishteacher’steachertalkinvolvestwodifferentaspects:one,asthetooloforganizingandcontrollingclassteaching;two,asthetargetlanguageofEnglishclassteaching,andthusbedistinguishedfromotherteachertalkofothersubject.Thedefinitionsofteachertalkaredifferentfromonetoanother,butthereissomethingincommon:theyareallthediscoursespokenbytheteachersinclass.Fromthediscussionabove,theauthorcomestotheconclusionthatteachertalkisaspecialcommunicativeactivityandakindofcommunication-basedorinteraction-basedtalkwhichhasitsownspecificgenreandfeatures.2.1.2FeatureofTeacherTalkWalsh(2006)consideredTThasfourfeatures:(1)theparadigmofcontrollingcommunication(thecontentandmeansandsoforthofthecommunicationintheclass);(2)instruction(teachersuseallkindsofwayslikequestioningtoinstructstudentstospeak);(3)correction(teacherscorrectthespeechofstudents);(4)adjustment(teachersadjustthewaysofspeakingtostudentsintermsofhisownsituation).ZhangZhengjuandLiShufen(1996)classifiedTTinanotherpointofview.TheythoughtthatthefeaturesofTTareasfollowing:(1)TThasadoublefunctionofteachinganddemonstrating;(2)Acceptabilityandcomprehensibility.Itissuggestedthatteacheradjustshisownlanguageaccordingtothelevelofstudents,soastohelpstudentsunderstandandaccept.(3)Repetitiveness.TherepetitionofTTistoarousestudents’attentiontosomeimportantpointsanddifficultpoints.(4)Teacher’scharacteristics.DifferentteachershavedifferentTTbecauseoftheircharacteristics;itdependsonteacher’sprofessionalskills,theabilityofmasteringthelanguageandtheunderstandingoftheTT.ChengXiaotang(2009)dividedTTintofouraspects:(1)authenticity(realuseoflanguage,sceneandcommunication);(2)interaction(forthepurposeofimprovingthedegreeofparticipationinclassandtheconstructionofknowledge;tohelplanguageinputofstudentsandorganizeclassactivities);(3)logicality(havelogicinpresentingandexplainlanguagepoint;coherenceandcohesionineverysectionofteaching);(4)normalization.(theEnglishteacherusedshouldbeaccurateandclear,andtobeunderstoodbystudents)Inthisthesis,theauthormainlyusesthefeatureofChengXiaotangasthebasesofherresearch.2.1.3FunctionofTTNunan(1991)statedthat“TTisquietimportantfortheorganizationofclassteachingandstudents’languageacquisition.Thatisnotjustbecausethattheteachingcontentcanonlyreachaidealteachingeffectthroughperfectorganizationofandimpartment,butbecausetheTTitselfplayamodelpartoftargetlanguage,whichisanessentialwaysforstudents’languageinput.”LuYanfen(2007)hadadiscussionaboutthefunctionofTT.Heropinionsareasfollowing:Teaching.Inforeignlanguageteaching,languageisnotonlyforthepurposeoflearning,butatoolforteaching,whilethefirstimportanttoolisimpartingknowledge.TTisthecarrierofknowledge.Demonstration.Teachers’dominantteachinglanguagewillproducearecessiveimpactonstudents.Suchsubtleinfluenceisthemainbasisforstudentstoimitate.Questioning.Ononehand,teachercanusequestioningtointeractandcommunicatewithstudents.Ontheotherhand,throughquestioning,teacherchecksstudentsunderstandingandmaintaintheirattention.Interaction.TTbuildsabridgeofinteractionandcommunicationbetweenteacherandstudent.Feedback.Teachercanmakeafeedbackfortheperformanceofstudents.Itcanbepositiveandnegative,butpositivefeedbackcanbetterimprovethebehavioroflearners.2.2StudiesonTTAbroadIthasbeennearlyhalfofthecenturysincetheAmericanstructuralistZelligHarrisbroughtuptheliterarytermDiscourseAnalysis(HuangGuowen,2006).Sincethen,amultitudeofscholarssetuptodoresearchaboutTT.In1970s,manyfamousexperts,likeSinclair&Coulthard(1975),Gaies(1979),Henzel(1979)begantomakeprofoundresearchonTT(TangYangyu&LiuShaozhong,2003).In1975,SinclairandcoultharddodeeperresearchandclassificationofTTintermsofitsinstruction,reactionandfeedback,andtheyrenewandbroughtupthethree-waysformatofI-R-F,whichengenderedgreatimpactatthattime.(YanGuidong,2013).Inaword,theclasstheyfocusonisstilltheteacher-orientedclass.Whenitcomesto1980s,thestudiesonteachertalkhaveenteredintoaboomingperiod.Withthedevelopmentofthestudyonlanguageacquisition,researchersmakeadeepandpainstakingmicro-analysisonteachertalkthroughwhichteachersandstudentscouldbettercreatelearningopportunitytogether.Clyne(1981),Freed(1980,1981),ChaudronandotherscholarshadgreatinterestonthemodificationofTT.Theyfocusedonthespeedmodificationandrhythmmodification(includingitstone,pronunciation,stressandstop)(ZhaoChangyou,2010).WhencomparedtheTTofsecondlanguageacquisitionclasswiththatofotherlanguagecontext,thespeedofTTinthesecondlanguagelearningclassroomisslower.Since1980,moreandmorescholarshavestartedtostudyteachertalkfromtheperspectiveofsemanticsandpragmatics.Somestudiespayattentiontotheexpressingeffectofteachinglanguagewhilesomelayemphasisonthebackgroundofusingteachinglanguage.TheanalysisofTTisnottoobserveeveryclassroomactionofteachers’,buttotaketheinteractionbetweenteacherandstudentasawhole,andlayemphasisonanalyzingthenatureandstructureofTT(Ellis,1990).Tosumup,afterreviewingtheresearchonTTabroad,conclusioncanbedrawnthatsince1950s,teachertalkhasgraduallybecameanewfieldwithwhichresearchersaremuchmoreconcerned,manyscholarsbegantoconductresearchonTTandthestudyonTThaveenteredintoaboomingperiodsince1980s.2.3StudiesonTTAtHomeInrecentyears,ChinesescholarshavemadesomeexperimentsontheprojectofEnglishclassroomteaching,andsomeofthemarerelatedtoTT.Yetsuchresearchhasn’tbeenpayingmuchattention,andmostoftheirworksareallabouttheintroductionandsummaryoftheresearchesabroad(LiLisheng&Gaoming,2011).Inordertochangethissituation,manyscholarshavebeentryinghardtomakesignificantattemptsandfinallygainsomeachievement(ZhouXing&ZhouYun,2002).WangYinquan(1999)madesidelightsontheannualmeetingofThethirty-thirdInternational

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TeachersAssociation.Inhisstatement,hesaidthatTTcanengendereitherpositiveornegativeeffectonthelanguageinputoflearners.Teachersshouldnotonlypayattentiontothequantityofhistalkbutalsoshouldfocusonitsquality.InZhengjianguniversity,ZhouxingandZhouyun(2002)observedastudent-orientedEnglishclass.Theypublishedanarticle,whichthoroughlyanalyzedthecharacterofEnglishTTinuniversity.Theyfoundthatdiscussionisusefulandbeneficialforthecommunicationbetweenteacherandstudent.AccordingtoBloom’sclassificationofcognitivedevelopment,HeAnping(2003)didaninvestigationofthedemandoftheTT.Shedidacorpus-basedresearchofclassroominteractionontheteacherofsenior,juniorandprimaryschool.JiangYuhong(2004)didaresearchonthequantityofturn-talkingbetweenteacherandstudentintheEnglishclassroomteaching.Shedrawsaconclusionthatteacherhasprivilegeoftalkinginclassroom,butatthesametimestudentssharemorerightofautonomyandcontrolling.ChengXiaotangdividedTTintofouraspects:Authenticity,interaction,logicalityandnormalization,whichisbeneficialtotheorganizationofclassroomteaching,aswellaslanguageinput.Zhengyan(2014)didaresearchabouttenyears’(2003-2012)researchaboutEnglishTTathome.Shefoundthatinthelast10years,thereareabout44papersaboutTTinthe12kindsofimportantforeignlanguagejournalsathome,whichshowsthattherearenotmuchpaperabouttheresearchofEnglishTT,andourChinesescholarshaven’tpaymuchattentionaboutit.Inshort,thoughtheresearchofTTathomedevelopsmuchlaterthanabroad,westillgainsomeachievement,andnowmoreandmorescholarsbegintorealizetheimportanceofTTandmakedeeperinvestigationaboutit.2.4SummaryFromthepreviousresearches,wecanfindtheresearchaboutTThavemadesomeprogressbothathomeandabroad,thoughitdevelopedmuchlaterthanthatofwesterncountry.Moreover,fromtheresearchathome,wecanfindthatsomeimprovementisstillneeded.Firstofall,manyofourresearchesarejustaboutthecommentandsummaryofforeigncountry’sresearch.Weshouldmakeournewresearchandfindmorenovelresults.Secondly,thesubjectistoosimple.Fromthepreviousresearchathome,wecanfindthatmostofthesubjectofTTisallaboutin-serviceteachersinmiddleschoolandinuniversity,onlyfewoftheminvolveinstudentteachers.Asisknowntoall,studentteacherisaverycrucialpowerinteaching.Buttheyhavejustenteredthesocietyandbeginthecareerofteaching,sotheylackexperience.Therefore,doingresearchontheTTofstudentteacherscangivesomesuggestionsonteachingforstudentteachersandmakepreparationfortheirteachingcareer.Lastbutnotleast,fromthepreviousresearches,theauthorfindsthatnoneoftheresearchesathomeareaboutthestudentteachersthemselves.Discoveringthisresearchgap,theauthordecidestomakearesearchofTTbasedonhers,andtrytofindsomewaystoimproveherownTT.2.5ComprehensibleInputHypothesisKrashen(1981,1985)figuredoutfivehypothesisoflanguageacquisition:Languageacquisition-learninghypothesis,monitorhypothesis,thenaturalorderhypothesis,languageinputhypothesisandAffectiveFilterHypothesis.Amongthem,languageinputhypothesisisthecoreforlanguageacquisition.TheInputHypothesisstatesthatlearnersprogressintheirknowledgeofthelanguagewhentheycomprehendlanguageinputthatisslightlymoreadvancedthantheircurrentlevel．Krashencalledthislevelofinput“i+1”．Where“i”isthelanguageinputand“+1”isthenextstageoflanguageacquisition．TheAcquisition-LearningHypothesisclaimsthatthereisastrictseparationbetweenacquisitionandlearning；Krashensawacquisitionasapurelysubconsciousprocessandlearningasaconsciousprocessandclaimedthatimprovementinlanguageabilitywasonlydependentuponacquisitionandneveronlearning．TheMonitorHypothesisstatesthatconsciouslylearnedlanguagecanonlybeusedtomonitorlanguageoutput；itcanneverbethesourceofspontaneousspeech．TheNaturalOrderHypothesisstatesthatlanguageisacquiredinaparticularorderandthatthisorderdoesnotchangebetweenlearners，andisnotaffectedbyexplicitinstructionTheAffectiveFilterHypothesisstatesthatlearners’abilitytoacquirelanguageisconstrainediftheyareexperiencingnegativeemotionssuchasfearorembarrassment．Atsuchtimestheaffectivefilterissaidtobe“up”.TheInputHypothesishasbeenappliedinlanguageteachingpervasively.Ithasbeenfoundoutthat,atthebeginningleveloflearningalanguage，classtimeisfilledwithcomprehensibleoralinput;anditissuggestedteachersmodifytheirspeechSOthatitiscomprehensible.However,demandsforspeaking(output)arelow，forstudentsarenotforcedtospeakuntilready.Moreover,attheintermediatelevel,shelteredsubject—matterteachingthatusesmodifiedacademictextsaretakentoprovidecomprehensibleinput.2.6TheComprehensibleOutputHypothesisThelackofevidencethatcomprehensibleinputproduceshigherqualitylearneroutputhasledtothe“OutputHypothesis”,whichdevelopedbyMerrillSwain(1985).TheComprehensibleOutput(CO)Hypothesisstatesthatlearningtakesplacewhenencounteringagapinthesecondlanguageacquisition．Learnersarestretchedintheirproductioninordertomakethemselvesunderstoodandpushlearnerstoproducecomprehensibleaswellasgrammaticallyaccurateoutput.Swain(1995)definedthreefunctionsforcomprehensiveoutput:1.Noticingfunction：Learnersencountergapsbetweenwhattheywanttosayandwhattheyareabletosaysotheynoticewhattheydonotknoworonlyknowpartiallyinthislanguage．2.Hypothesis—testingfunction：Whenlearnerssaysomethingthereisalwaysahypothesisunderlyinge.g.aboutgrammar．Byutteringsomething，thelearnerstestthishypothesisandreceivefeedbackfromaninterlocutor．Thisfeedbackenablesthem，ifnecessary，toreprocesstheirhypothesis.3.Meta—linguisticfunction：Learnersreflectaboutthelanguagetheylearnandherebytheoutputenablesthemtocontrolandinternalizelinguisticknowledge．2.7TheInteractiveHypothesisTheInteractiveHypothesisproposedbyMichealLongisatheoryofsecond-languageacquisitionwhichstatesthatthedevelopmentoflanguageproficiencyispromotedbyfacetofaceinteractionandcommunication．SimilarlytoKrashen’sInputHypothesis，theInteractiveHypothesisclaimsthatcomprehensibleinputisimportantforlanguagelearning．Inaddition，itclaimsthattheeffectivenessofcomprehensibleinputisgreatlyincreasedwhenlearnershavetonegotiateformeaning．Thisoccurswhenthereisabreakdownincommunicationwhichinterlocutorsattempttoovercome．Long(1985:378)proposedthat:interactiveinputismoreimportantthannon-interactiveinputandcomprehensibleinputshouldbeprovidedtogetherwithinteraction.BasedonLong，theimprovementofforeignlanguageacquisitionmainlyreliesoninterpersonalcommunication．Accordingtothehypothesis,theaffectionfilterislowerwhentheyapproachthecomprehensiveinputandwhichinturnassiststheminlearningthelanguageandheattachedspecificimportancetomodifiedinput.Emphasizingthetwo-waycommunicationandnegotiatingofmeaning,InteractiveHypothesisnotonlyconnectsinputwithoutput，butalsoprovidestheoriesfortask-basedteachingandemphasizestheimportanceofinteractionandnegotiationinlanguagelearning．2.8SummaryTheInputHypothesis，theOutputHypothesisandtheInteractiveHypothesis，asdiscussedabo