Abstract: This study aims to investigate effects of the Output Hypothesis Theory on SLA. Krashen claimed that input played a decisive role in SLA, but output to be meaningless. Some related researches and explorations have been focusing on the positive meaning of this hypothesis. However, its limitations are merely mentioned. The limitations of the Input Hypothesis Theory and functions of output are studied in this essay. There are three functions of output: the noticing function, the hypothesis function, and the meta-linguistic function. By an experiment of vocabulary acquisition which was designed when subjects were provided with the same condition of input but different conditions of output, the subjects’ language competence were tested, and the effect of Output Hypothesis Theory on SLA is studied in this paper. The English teaching model in our country is mostly input-based, under such circumstances, the Output Hypothesis Theory gives some implications to English teaching. Teachers should lay importance to both input and output and get this idea applied in daily English teaching.
Key words: the Input Hypothesis Theory; the Output Hypothesis Theory; Second Language Acquisition
摘要：本文旨在研究输出假设理论对二语习得的影响。克拉申提出的输入理论强调了输入假设理论的决定性作用，而认为输出对第二语言习得没有任何的作用，有关的研究和探索也都集中于该假说的正面意义。本文阐述了输入假设的局限性并阐述了输出对语言习得的作用，即输出的三大功能：注意/触发功能、假设验证功能和元语言功能。本文还通过一个被设计成提供给试验对象相同的输入条件、不同的输出条件的二语词汇的习得实验，测试了实验对象的语言二语习得结果，并且验证了输出假设理论对二语习得的影响。针对我国英语教学中普遍存在着的重输入轻输出的现象，输出假设理论也给了我国英语教学很大的启发，要重视输出，把这种观念应用到日常英语教学中去。
关键词：输入假设理论; 输出假设理论; 二语习得
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