论文部分内容阅读
20世纪90年代以来,有关语言输入理论的研究较少,其运用也被限制于课堂教学之中。在英语教学过程中,要运用语言输入理论,为学习者服务,提高他们的语言学习能力。但语言输入理论在英语教学过程中的途径是曲折的,因为影响学习效果的因素众多,如动机、态度、个体差异和学习策略等。语言输入这一外部因素如何与学习者的内部动机共同促进英语学习还有待研究论证。从语言输入理论中存在的三种观点和语言输入的特点出发,探讨职业学校英语教学中语言输入理论的运用。
Since the 1990s, there have been few researches on linguistic input theory, and its application has been limited to classroom teaching. In the process of English teaching, we should use the theory of language input to serve learners and improve their language learning ability. However, the way of language input theory in English teaching process is twists and turns, because many factors affect the learning effect, such as motivation, attitude, individual differences and learning strategies. It remains to be seen how linguistic input, an external factor, and learners’ internal motivation can promote English learning. Based on the three perspectives of language input theory and the characteristics of language input, this paper discusses the application of language input theory in vocational school English teaching.