input hypothesis克拉申輸入假說

InputHypothesis徐靜BriefintroductionThetheoryoftheInputHypothesisAdvantagesanddisadvantagesImplicationoftheInputHypothesisforEnglishclassroomteachingDefinitioncharacteristicsBriefIntroductionBriefIntroduction

StephenKrashenisanexpertinthefieldoflinguistics,specializingintheoriesoflanguageacquisitionanddevelopment.Muchofhisresearchhasinvolvedthestudyofnon-Englishandbilinguallanguageacquisition.Krashen’swell-acceptedtheoryofsecondacquisitionhashadalargeimpactonallareasoflanguageresearchandteachingsincethe1980s.Histheoryofsecondlanguageacquisitionconsistsoffivemainhypothesis:theAcquisition-learningHypothesis,theMonitorHypothesis,theNaturalOrderHypothesis,theInputHypothesis,andtheAffectiveFilterHypothesis.TheInputHypothesisisthecentralpartofthisoverallsystem.TheInputHypothesisisthemostimportantoneofKrashen'stheoryofsecondlanguageacquisition.Theinputhypothesisattemptstoexplainhowlearnersacquireasecondlanguage.ThetheoryoftheInputHypothesisWaysofgettinginput???Howdowemovefromstagei,whereiresponsecurrentcompetence,toi+1,thenextlevelinsecondlanguageacquisition?TheInputHypothesisTheInputHypothesismakesthefollowingclaim:anecessary(butnotsufficient)conditiontomovefromstageitostagei+1isthatacquirersunderstandinginputthatcontainsi+1,where“understanding”meansthatacquirersfocusonthe

meaningbutnottheformofthemessage.Accordingtothishypothesis,peoplerequirelanguagebestbyunderstandingcomprehensibleinputthatisslightlybeyondtheircurrentlevel(i+1),andwhentheyacquireenough,theygettheabilitytospeakfluentlyautomatically.假如目前語言學(xué)習(xí)者的能力用i表示，那么語言輸入(input)的水平既不能遠(yuǎn)遠(yuǎn)超過學(xué)習(xí)者現(xiàn)有的水平，即i+2或i+3(toodifficult),也不可低于或接近學(xué)習(xí)者的現(xiàn)有水平，即i+0(toosimple,nochallenge)。最佳的語言輸入只有稍高于i，即i+1(mostappropriate)，才會被學(xué)習(xí)者所接受，也才會收到理想的效果。只有當(dāng)習(xí)得者接觸到“可理解的語言輸入”（comprehensiveinput），即略高于他現(xiàn)有語言技能水平的第二語言輸入，而他又能把注意力集中于對意義或?qū)π畔⒌睦斫舛皇菍π问降睦斫鈺r(shí)，就會自動產(chǎn)生習(xí)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趣味與關(guān)聯(lián)Notgrammaticallysequenced非語法程序Sufficient“i+1”足夠的攝入量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-centeredteacheringmodeIntroductionoftherevelantbackgruondknowledgeApplicationofthemultimediathchnologyTeachershavetoexplaineitherinnativelanguageorsimpleEnglish,andbilingualteachingorpureEnglishcanbeusedforexplanationappropriately.Therateofteachertalkisanotherveryimportantfactor,whichcaninfluencestudents'comprehensiononsecondlanguageacquisition.Theappreciaterateofteachertalkcanaidstudentsounderstandthelanguageinput.ModificationoftheteachertalkEstablishmentofthestudent-centeredteacheringmodeTeachersouldarousethestudents'activitiesandmakethemtakepartinclassactvitiesonthebasisofthe“student-centered”teachingmode.“Student-centered”teachingmodemakesstudentshavemorechancestogainenoughcomprehensibleinputtoenhancetheirabilityofapplyingEnglish.FOREXAMPLETeacherchooseatopic—askstudentstomakedialoguesinpairsordiscussingroups—askstudentstohaveaspeechinfrontoftheblackboard.IntroductionoftherevelantbackgruondknowledgeTomakestudentsacquiremoreinput,teachersshouldteachthelanguagefromtheperspectiveofcultureandkeepthepaceoflanguagelearningwith