英语学习中请求知识的输出与习得的调查研究的综述报告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'performanceinsubsequentwrit