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输入假设是克拉申语言习得理论的核心部分,主要是指习得者接触到可理解的语言输入,即指略高于其现有语言技能水平的第二语言输入,且习得者将注意力集中在对意义或信息的理解方面,而不仅仅是对形式的理解,从而产生有效的习得。输入假设自问世以来,已经成为英语学习中最有影响力的理论之一。本文以克拉申的输入假设为依据,从输入的可理解性、相关性及趣味性、精调型与粗调型、输入量方面,分析高中英语课堂教学的有效性,以期为相关人员提供些许参考。
The input hypothesis is a core part of Krashen’s language acquisition theory. It mainly refers to the acquisition of comprehensible language input by the acquirer, that is to say a second language input slightly above the level of its existing language skills, and the learner will pay attention The focus is on the understanding of meaning or information, not just the understanding of form, which leads to effective acquisition. Since the advent of input hypothesis, it has become one of the most influential theories in English learning. Based on Krashen’s input hypothesis, this article analyzes the effectiveness of English teaching in senior high school from the perspectives of comprehensibility, relevance and interest, fine-tuning and coarse-tuning, input, so as to provide relevant personnel with a little reference.