英語學(xué)習(xí)中請求知識的輸出與習(xí)得的調(diào)查研究的綜述報告

英語學(xué)習(xí)中請求知識的輸出與習(xí)得的調(diào)查研究的綜述報告IntroductionInrecentyears,therehasbeenanincreasinginterestininvestigatingtheroleofoutputandinputinsecondlanguageacquisition.Aconsiderablebodyofresearchsuggeststhatinteractionalactivities,suchasrequestingandprovidinginputandoutput,playacriticalroleinpromotingboththeacquisitionanddevelopmentofsecondlanguage(L2)knowledge.Assuch,thispaperprovidesacriticalreviewoftheliteratureontheimpactofrequestingknowledgeoutputonL2acquisition.DefinitionofTermsOutputisanylinguisticformthatalearnerproducesinthetargetlanguageinresponsetoinputstimuli,whichmayincludeoralorwrittencommunication(Swain,2005).Requestingknowledgeoutputreferstolearners'requestsfortheinputknowledgethatcouldassisttheminproducingthetargetlanguageeffectively.Knowledgeoutputreferstomeaningfuloutputthatinvolvestheuseofvariousgrammatical,syntactic,andlexicalfeaturestoconveymeaning.TheInfluenceofRequestingKnowledgeOutputonSecondLanguageAcquisitionNumerousstudieshaveinvestigatedtheimpactofrequestingknowledgeoutputonL2acquisition.OneoftheearlieststudiesinthisareawascarriedoutbyLong(1983),whosuggestedthatoutputplayedavitalroleinL2acquisitionthroughitspotentialtopromotelanguageprocessingandnoticing.Inthisview,outputcanhelplearnerstonoticegapsintheirknowledge,therebyreducingtheriskoffossilization.AnotherkeystudyonthetopicwasconductedbySwain(1985),whoarguedthatrequestingclarificationandelicitationininteractionalactivitiessuchaspairworkorgroupworkcouldfacilitatelearningthroughthenegotiationofmeaning.Inotherwords,whenlearnersaskforassistanceorclarificationonsomethingtheydon'tunderstandorarestrugglingwith,theyaremorelikelytoprocessandremembertheinformationprovidedbytheteacherorotherlearners.RecentstudiesprovidefurtherevidenceofthepositiveimpactofrequestingknowledgeoutputonL2acquisition.Forexample,inastudybyLeeser(2004),whichinvolvedagroupofEnglishlearnersusingchatrooms,requestinginformationfrommoreproficientspeakersduringonlineinteractionsignificantlyimprovedthelearners'performanceinsubsequentwritingtasks.Similarly,inastudyconductedbySongandSuh(2020),whichinvestigatedtheimpactofvideo-task-basedlearningactivitiesonL2writing,learnerswhofrequentlyrequestedknowledgeoutputfromtheirpeersduringpeerinteractionaccomplishedahigherlevelofimprovementintheirwritingscoresthanlearnerswhodidnotaskforassistancefrequently.TheRoleofContextandFeedbackinKnowledgeOutputAcquisitionOnefrequentdebateintheliteratureonrequestingknowledgeoutputistherelevanceofcontextandfeedbackonlearners'acquisition.Somestudiessuggestthatlearnersneedfeedbackalongwithinteractionalactivitiestobenefitfromrequestingfeedbackasfeedbackcanprovidethemwithinsightsintotheirlanguagelearningperformance.Forexample,inastudybySwainandLapkin(2002),learnerswhoreceivedcorrectivefeedbackafterrequestingitingroupinteractionsoutperformedthosewhodidnotreceivefeedbackorthosewhoreceiveditwithoutrequestingit.However,otherstudiesarguethatcontextandfeedbackmaynotalwaysbeessential.InastudybyLeeandKim(2015),whichexaminedtheimpactofatask-basedlanguage-learningprogramontheacquisitionofEnglishasaForeignLanguage,learnersshowedsignificantimprovementintheirgrammaticalknowledgeandaccuracywithoutreceivingfeedback.However,learners'involvementininteractionalactivities,includingmakingrequests,wasessentialfortheacquisitionofL2knowledge.ConclusionThereviewedstudiessuggestthatrequestingknowledgeoutputfromotherlearnersorteachersisacrucialcomponentofL2acquisition.Itcanpromotetheprocessingandrecalloflanguageknowledgeandsupportthedevelopmentoflinguisticcompetence.However,theliteraturealsoindicatesthatcontextualfactors,alongwithfeedback,cancontributetotheeffectivenessofrequestingknowledgeoutputs.Consequently,languageteachersshouldfocusondevelopinginteractiveactivitiesandpromotinginteractionalactivitiessuchasrequestforknowledgeoutputtoprovide