2。1。2 Output Hypothesis

Input Hypothesis emphasizes the importance of a plenty of input and   comprehensible input but neglect the function of output。 Merrell Swain (1985) in his Comprehensible Output Hypothesis points that the output is equally important。 Students can hardly express themselves in target language, because it’s not enough to reach a higher level just rely on comprehensible output to learn language。 Swain’s theory is based on his study on French Immersion Programs Across Canada (1970)。Swain indicates comprehensible output can promote second language acquisition and he reduces its positive role to Noticing Function, Hypothesis-testing Function, Meta-linguistic Function and Developing Automaticity。 In the process of target language output, students will find that there is a gap between what they what to express and what they can express。 Thus, they can know their learning gaps, then raise problems and solve them。 Of the four functions of output, the first three are conductive to the precise expression of target language。 The fourth function can promote the fluency of oral communication。 In other words, if students want to master the fluency and accuracy of language, they have to achieve it through using languages and improving language practice ability。

Original English films applied in English teaching in junior school can help teachers to broaden the modes of English teaching。 Teachers can set up various tasks for students while a film is playing。 Such as listening and imitating, spotting dictation, answering questions and so on。 Or students can do fragment dubbing, reproduce scenes, write film review, give a speech about the film and other things to increase comprehensible output and help students speak English fluently。 In a word, Swain’s Output Hypothesis provides theoretical bases for this paper。