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本文简要探讨克拉申教授关于输入假说与阅读假说在第二语言阅读与写作体验中的作用。[1]克拉申认为写作能力的提高是大量阅读体验中吸收的可理解输入的结果,而不是通过机械操练而形成的。写作有助于认知思维的发展,但写作本身不是提高写作能力的途径。克拉申教授针对美国学校在阅读与写作教学中存在的弊病,提出运用体验理念,重塑读写教学模式的具体方案。
This article briefly explores the role of Professor Krashen’s input hypothesis and reading hypothesis in second language reading and writing experience. [1] Krashen argues that the improvement of writing ability is the result of a comprehensible input absorbed in a large number of reading experiences, rather than through mechanical drills. Writing contributes to the development of cognitive thinking, but writing itself is not a way to improve writing skills. In response to the shortcomings of the American schools in reading and writing teaching, Professor Krashen put forward a specific plan of using the concept of experience and reshaping the teaching mode of reading and writing.