26 1 ( 430072) :,,,, : ; ; : H 319 : A : 100025544 (2005) 0120044206 Abstract: T h is paper repo rts on an emp irical study of the teach ing of po stgraduate English. Based on theo ries of com 2 p rehensible output of second language acquisition and no tions of the L ength A pp roach, the study investigates the rela2 tionsh ip betw een comp rehensible output and language learning efficiency. F indings of the study show that imp lem en2 tation of the L ength A pp roach can help enhance learners w riting sk ills and also imp rove English learning in general. Key words: Com p rehen sib le ou tpu t; language learn ing efficiency; L ength A pp roach 1. P ica (1989) 1. 1,, (pushed ou tput), Sw ain (1985, 1995, 1998), (K rashen, 1985),,, Sw ain,,, N obuyo sh i E llis (1993) (focu sed m ean ing nego tiation), Sw ain L apk in (1995),, :,, de Bo t (1996), 1) (no ticing), 2) (hypo thesis testing), (in terlanguage) 3) (m etalingu istics), 4) (fluency enhance2 m en t), :,, ;,, ;,, D ekeyser Sokalsk i (2001),, Izum i B igelow (2000), :,, ;, 44
26 1, Shehadeh (2003) :, 1. 2 (2000),, :,, : 1),, 2) 3) 4), 5), (w riting to learn) :,, (, 2002) 1. 3 :,,,,,,,,,,,,,,,, 2. 2. 1 (Com p rehen si2 b le O u tput H ypo thesis) :,, ;, ;,,,,, : 1) ; 2) 2. 2 2002 168 20,, 1: 1. (N = 168) % 21 12 65. 41 60 50 30 58. 53 55 74 44 56. 11 53 23 14 51. 26 50 1,, 2. 3 2. 3. 1,, ;,, : 1) R ead ers Choice, 21,,, (L ong, 1996) : Sm ok ing in Pub lic: L ive and L et L ive, : M ake a W ise Cho ice, to Sm oke o r no t to Sm oke 2),,,,,, 3), 45
26 1,,,, W hen in Rom e, Do as the Rom an s Do,,, 4), 500,,,,, T he W o rld is a Stage, 5),,,,, Education in Ch ina,, 2. 3. 2 :,,,, 2 M ake a W ise Cho ice, to Sm oke o r no t to Sm oke : 2. W riter s view F or Feedback to be coo l; to rebel; to fit in; just because of curio s2 ity; to relax; to th ink clearly; to be addicted; etc. V ocabulary Stim uli A g ainst save money; imp rove one s health; cut one s risk of heart disease; lung cancer; nice breath; etc., ;, 46, (Sw ain, & L apk in, 1998),,,,,,,,, end - term inate; p roper - app rop riate; real - genu ine; strengthen - con so lidate,,,,,,,,,, 3 3. 1 A B rief D escrip tion of W uhan U niversity 3 W hen in Rom e, Do as the Rom ans Do 5 T he W o rld is a Stage 7 N ew spaper A ds and TV Comm ercials 9 How Do You H andle Everyday Stress? M ake a W ise Cho ice, to Smoke o r no t to Smoke - 11 You m ay be fo r o r against D rink ing Custom s in Ch ina A Feeling of Sadness, 13 L onging and Enjoym ent T he A ccomp lishm ent of Science and them iracles of 15 N ature - A Contrast o r a Com bination I ll T ell You... 17 You L ike Best A n A pp reciation of a Poem that D escribe a day in the life of your fam ily. 19 be serious o r humo rous You m ay 2. 3. 3,, : 1),,
26 1 2), 30 60,, :, 3) :, 30, 20, 10,, 20,, 3. 1 4, 5, 6, T 4. (N = 30) (Global Sco ring), M SD M SD 9. 73 2. 39 15. 43 1. 85, 1:, t= 9. 42 Α= 0. 05,, 5. (% ) (N =, 30) 2:,, M SD M SD M SD M SD M SD M SD 3:, 13. 77 2. 65 5. 57 1. 33 6. 97 1. 27 3. 10 0. 99 4. 83 1. 97 2. 13 1. 14 t= 7. 91 Α= 0. 05 t= 5. 41 Α= 0. 05 t= 1. 94 Α= 0. 05 4:, 6. (% ) (N = 30) 3., : 40, 300, 20, ;, 168 30,,,,, ( ), ; 20, 30, M SD M SD M SD M SD M SD M SD 85. 49 3. 68 51. 63 6. 09 11. 58 2. 91 23. 75 4. 72 2. 93 1. 24 24. 62 6. 37 t= 7. 59 Α= 0. 05 t= 2. 15 Α= 0. 05 t= 3. 54 Α= 0. 05 4 6 : 1) (4), (t = 9. 42; Α= 0. 05), ( ) 2) (5), 3) (6),,,, 47
26 1,,, 3. 2 7, 8, 9 (N = 30) (N = 30), T 7. (N = 30) (N = 30) M SD M SD M SD M SD M SD M SD 5. 57 1. 33 12. 37 2. 28 3. 10 0. 99 8. 53 2. 13 2. 13 1. 14 5. 23 1. 59 t= 2. 15 Α= 0. 05 t= 7. 68 Α= 0. 05 t= 4. 40 Α= 0. 05 : t= 1. 16; Α= 0. 05; t= 5. 42; Α= 0. 05), 4.,,,,, (w riting to learn) : M SD M SD 15. 43 1. 85 11. 23 2. 54 t= 6. 70 Α= 0. 05,,, 8. (N = 30) (N = 30) (% ) 3 ( 01JA 740033) ( 2000g3030), 9. (N = 30) (N = 30) (% ) M SD M SD M SD M SD M SD M SD 51. 63 6. 09 75. 91 5. 11 23. 75 4. 72 10. 83 3. 32 24. 62 6. 37 13. 26 3. 44 t= 7. 32 Α= 0. 05 t= 1. 16 Α= 0. 05 t= 5. 42 Α= 0. 05 7 9, : 1) 20, (t= 6. 70 Α= 0. 05),,,,, 67, 2) ( t= 2. 15; Α= 0. 05; t= 7. 68; Α= 0. 05; t= 4. 40; Α= 0. 05),, 3) ( : t= 7. 32; Α= 0. 05; [ 1 ] D e Bo t, K. T he p sycho linguistics of the output hypo thesis [J ]. L ang uag e L earning, 1996 (46) : 5292555. [ 2 ] D ekeyser, R. M. & Sokalsk i, K. J. T he differential ro le of com 2 p rehension and p roduction p ractice[j ]. L anguage L earning, 2001 (51) : 812112. [ 3 ] Izum i, S., &B igelow, M. Does output p romo te no ticing and sec2 ond language acquisition? [J ]. T ESOL Q uarterly, 2000 (34) : 2392 278. [ 4 ] Krashen, S. D. T he Inp ut H yp othesis: Issues and Imp lications [M ]. London: Longm an, 1985. [ 5 ] Long, M. The ro le of the linguistic environm ent in second lan2 guage acquisition [A ]. In R itchie, W., Bhatia, T. J. (Eds. ). H and book of S econd L ang uag e A cqu isition [C ]. A cadem ic P ress, O rlando, 1996: 4132468. [ 6 ] N obuyo sh i, J., & E llis, R. Focused comm unication task s [J ]. E ng lish L ang uag e T each ing J ou rnal, 1993 (47) : 2032210. [ 7 ] P ica, T., Ho lliday, L., L ew is, N., & M o rgenthaler, L. Com 2 p rehensible output as an outcom e of linguistic dem ands on the learner [J ]. S tud ies in S econd L ang uag e A cqu isition, 1989 (11) : 63290. [ 8 ] Shehadeh, A. L earner output, hypo thesis testing, and internaliz2 ing linguistic know ledge[j ]. Sy stem, 2003 (31) : 1552171. [ 9 ] Sw ain, M. Comm unicative competence: Som e ro les of comp re2 hensible input and comp rehensible output in its developm ent[a ]. In S. M. Gass & C. G. M adden (eds. ). Inp ut in S econd L an2 g uag e A cqu isition[c ]. Row ley, M A : N ew bury House, 1985: 2352 253. [ 10 ] Sw ain, M. T h ree functions of output in second language learning [A ]. In G. Cook & B. Seidlhofer (eds. ). P rincip le and P ractice 48
26 1 ( 264209) :,,,, : ; ; ; : H 313 : A : 100025544 (2005) 0120049207 Abstract: W hen university students are required to acquire an even h igher English language ability, it is evident that a com pound teach ing m ode of teacher2facilitated, studen t2cen tered classroom w o rk com b ined w ith com pu ter2assisted spare2tim e autonomous learning w ill rep lace the traditional, single and teacher2centered instruction. O n the basis of defining the characteristics of English learning strategies and autonomous learning, th is paper is to verify th rough an emp irical research the impact of English language learning strategies on autonomous learning. A cco rdingly, students are expected to rely on the teachab ility of learn ing strategies fo r individualized and task2o rien ted learn ing strategies so that eventually effective autonomous learning is generated. Key words: A utonomous L earning; English learning strategies; Interactive L earning; cro ss2cultural comm unicative a2 bility 1. (English Course R equire2 m ents fo r N on2english M ajo rs) ( ) ( ), :,,,,, 30% 50%,,,, (mo tivation) ( language aw areness) (strategy) (instrum entalmo tivation) ( integrated mo tivation), ;, ( ) (Gardner &L am bert 1972), (convention) (variable),,, in A pp lied L ing u istics: S tud ies in H onou r of H. G. W id d ow son [C ]. O xfo rd: O xfo rd U niversity P ress, 1995: 1252144. [ 11 ] Sw ain, M. Focus on fo rm th rough conscious reflection [A ]. In C. Dough ty & J. W illiam s (eds. ). F ocus on F orm in C lassroom S econd L anguage A cquisition [ C ]. Cam bridge: Cam bridge U ni2 versity P ress, 1998: 64281. [ 12 ] Sw ain, M., & L apk in, S. P roblem s in output and the cognitive p rocesses they generate: A step tow ards second language learn2 ing[j ]. A pp lied L inguistics, 1995 (16) : 3712391. [ 13 ] Sw ain, M., & L apkin, S. Interaction and second language learning: Two ado lescent F rench imm ersion students wo rking to2 gether[j ]. T he M odern L anguage J ournal, 1998 (82) : 3202337. [ 14 ],,. [J ]., 2000 (3) : 2072212. [ 15 ]. [A ]. [C ]. :, 2002. :,,, 2004205219 49