input-hypothesis克拉申输入假说

InputHypothesis徐静BriefintroductionThetheoryoftheInputHypothesisAdvantagesanddisadvantagesImplicationoftheInputHypothesisforEnglishclassroomteachingDefinitioncharacteristicsBriefIntroductionBriefIntroductionStephenKrashenisanexpertinthefieldoflinguistics,specializingintheoriesoflanguageacquisitionanddevelopment.Muchofhisresearchhasinvolvedthestudyofnon-Englishandbilinguallanguageacquisition.Krashen’swell-acceptedtheoryofsecondacquisitionhashadalargeimpactonallareasoflanguageresearchandteachingsincethe1980s.Histheoryofsecondlanguageacquisitionconsistsoffivemainhypothesis:theAcquisition-learningHypothesis,theMonitorHypothesis,theNaturalOrderHypothesis,theInputHypothesis,andtheAffectiveFilterHypothesis.TheInputHypothesisisthecentralpartofthisoverallsystem.TheInputHypothesisisthemostimportantoneofKrashen'stheoryofsecondlanguageacquisition.Theinputhypothesisattemptstoexplainhowlearnersacquireasecondlanguage.ThetheoryoftheInputHypothesisWaysofgettinginput???Howdowemovefromstagei,whereiresponsecurrentcompetence,toi+1,thenextlevelinsecondlanguageacquisition?TheInputHypothesis•TheInputHypothesismakesthefollowingclaim:anecessary(butnotsufficient)conditiontomovefromstageitostagei+1isthatacquirersunderstandinginputthatcontainsi+1,where“understanding”meansthatacquirersfocusonthemeaningbutnottheformofthemessage.Accordingtothishypothesis,peoplerequirelanguagebestbyunderstandingcomprehensibleinputthatisslightlybeyondtheircurrentlevel(i+1),andwhentheyacquireenough,theygettheabilitytospeakfluentlyautomatically.•假如目前语言学习者的能力用i表示，那么语言输入(input)的水平既不能远远超过学习者现有的水平，即i+2或i+3(toodifficult),也不可低于或接近学习者的现有水平，即i+0(toosimple,nochallenge)。最佳的语言输入只有稍高于i，即i+1(mostappropriate)，才会被学习者所接受，也才会收到理想的效果。只有当习得者接触到“可理解的语言输入”（comprehensiveinput），即略高于他现有语言技能水平的第二语言输入，而他又能把注意力集中于对意义或对信息的理解而不是对形式的理解时，就会自动产生习得。Thebestmethodsarethereforethosethatsupply“comprehensibleinput”inlowanxietysituations,containingmessagesthatstudentsreallywanttohear.Thesemethodsdonotforceearlyproductioninthesecondlanguage,butallowstudentstoproducewhentheyare“ready”,reconizingthatimprovementcomesfromsupplyingcommunicativeandcomprehensibleinput,andnotfromforcingandcorrectingproduction.Krashen,1985IIIWhentheinputisunderstoodandthereisenoughofit,i+1willbeprovidedautomatically.IIWeacquirelanguagebyunderstandinglanguagethatcontainsstructuresabitbeyondourcurrentlevelofcompetence(i+1).IVProductionabilityemerges,itisnottaughtdirectly.ITheInputHypothesisrelatestoacquisition,notlearning.FourpointsComprehensible可理解性Interestingandrelevant趣味与关联Notgrammaticallysequenced非语法程序Sufficient“i+1”足够的摄入量CharacteristicsAdvantagesanddisadvantagesABAdvantagesemphasizetheimportanceofinput,andprovideoneoftheeffectivewayoflanguagelearning.payattentiontothelearner'scognitiveability.1234Itishardtomakesurethelearner'scurrentlevel.Andthereisnolingusticcriteriatojudgewhetherthe“i+1”inputisjustfarenoughbeyondthelearner'scurrentlevel.Krashendidn'tofferacleardefinitionofcomprehensibleinput.Hisinputhypothesislackaindependentlingusticdefinitiontoexplanationwhatiscomprehensibleinput.Itoverstresstheinputbutignoretheinportanceofoutput.Itisnotbenifitialforthecultivationoflearner'scommunicativeability,italsoignorethefunctionoftheindividual's.Krashen'sinputhypothesisreceivedcriticismlaterforhemistook”input”as“intake”(theactualshareofinputthathasbeeninternalizedbythelearner).DisdvantagesImplicationoftheInputHypothesisforEnglishclassroomteachingModificationoftheteachertalkEstablishmentofthestudent-centeredteacheringmodeIntroductionoftherevelantbackgruondknowledgeApplicationofthemultimediathchnology•TeachershavetoexplaineitherinnativelanguageorsimpleEnglish,andbilingualteachingorpureEnglishcanbeusedforexplanationappropriately.•Therateofteachertalkisanotherveryimportantfactor,whichcaninfluencestudents'comprehensiononsecondlanguageacquisition.Theappreciaterateofteachertalkcanaidstudentsounderstandthelanguageinput.ModificationoftheteachertalkEstablishmentofthestudent-centeredteacheringmode•Teachersouldarousethestudents'activitiesandmakethemtakepartinclassactvitiesonthebasisofthe“student-centered”teachingmode.•“Student-centered”teachingmodemakesstudentshavemorechancestogainenoughcomprehensibleinputtoenhancetheirabilityofapplyingEnglish.•FOREXAMPLE•Teacherchooseatopic—askstudentstomakedialoguesinpairsordiscussingroups—askstudentstohaveaspeechinfrontoftheblackboard.IntroductionoftherevelantbackgruondknowledgeTomakestudentsacquiremoreinput,teachersshouldteachthelanguagefromtheperspectiveofcultureandkeepthepaceoflanguagelearningwiththecultureabsorbing.ApplicationofthemultimediathchnologyWiththehelpofthemultimediacomputersstudentscanreceivecomprehensive,individualizedinstructioninalltheskillsstimultaneouslyandparticipateintheirregularclassroomassignmentsactively.THANKS