StephenKrashen在20世纪80年代初提出了著名的且颇有争议的输入假说,即语言使用能力不是教出来的,而是随着时间的推移,接触大量的可理解语料之后自然获得的。可见,可理解语言输入是习得语言的关键,教师的最大职责就是让学生接受尽可能多的可理解的语料。本文将以教学实践证明,在二语习得中与先前已掌握的知识相联系能使学生更容易地学会语言;但同时只有输入是不够的,除了让学生被动接受语料外,必须加强学生语言实践能力,使学生更好地掌握这门语言. Stephen Krashen proposed the well-known and controversial input hypothesis in the early 1980s that the ability to use language was not taught, but was acquired naturally over time by contact with a large amount of understandable corpus. Visible, understandable language input is the key to the acquisition of language, the teacher’s greatest responsibility is to allow students to accept as much as possible understandable corpus. This article will demonstrate through teaching practice that associating previously acquired knowledge in second language acquisition can make it easier for students to learn language; but at the same time, only input is not enough. In addition to allowing students to passively accept the data, students must strengthen the language. Practical ability to enable students to master this language better.