input hypothesis克拉申輸入假說

InputHypothesis徐靜編輯課件BriefintroductionThetheoryoftheInputHypothesisAdvantagesanddisadvantagesImplicationoftheInputHypothesisforEnglishclassroomteachingDefinitioncharacteristics編輯課件BriefIntroduction編輯課件BriefIntroduction

StephenKrashenisanexpertinthefieldoflinguistics,specializingintheoriesoflanguageacquisitionanddevelopment.Muchofhisresearchhasinvolvedthestudyofnon-Englishandbilinguallanguageacquisition.Krashen’swell-acceptedtheoryofsecondacquisitionhashadalargeimpactonallareasoflanguageresearchandteachingsincethe1980s.Histheoryofsecondlanguageacquisitionconsistsoffivemainhypothesis:theAcquisition-learningHypothesis,theMonitorHypothesis,theNaturalOrderHypothesis,theInputHypothesis,andtheAffectiveFilterHypothesis.TheInputHypothesisisthecentralpartofthisoverallsystem.編輯課件TheInputHypothesisisthemostimportantoneofKrashen'stheoryofsecondlanguageacquisition.Theinputhypothesisattemptstoexplainhowlearnersacquireasecondlanguage.編輯課件ThetheoryoftheInputHypothesis編輯課件Waysofgettinginput???Howdowemovefromstagei,whereiresponsecurrentcompetence,toi+1,thenextlevelinsecondlanguageacquisition?TheInputHypothesis編輯課件TheInputHypothesismakesthefollowingclaim:anecessary(butnotsufficient)conditiontomovefromstageitostagei+1isthatacquirersunderstandinginputthatcontainsi+1,where“understanding〞meansthatacquirersfocusonthemeaningbutnottheformofthemessage.Accordingtothishypothesis,peoplerequirelanguagebestbyunderstandingcomprehensibleinputthatisslightlybeyondtheircurrentlevel(i+1),andwhentheyacquireenough,theygettheabilitytospeakfluentlyautomatically.假設(shè)目前語言學習者的能力用i表示，那么語言輸入(input)的水平既不能遠遠超過學習者現(xiàn)有的水平，即i+2或i+3(toodifficult),也不可低于或接近學習者的現(xiàn)有水平，即i+0(toosimple,nochallenge)。最正確的語言輸入只有稍高于i，即i+1(mostappropriate)，才會被學習者所接受，也才會收到理想的效果。只有當習得者接觸到“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，就會自動產(chǎn)生習得。Thebestmethodsarethereforethosethatsupply“comprehensibleinput〞inlowanxietysituations,containingmessagesthatstudentsreallywanttohear.Thesemethodsdonotforceearlyproductioninthesecondlanguage,butallowstudentstoproducewhentheyare“ready〞,reconizingthatimprovementcomesfromsupplyingcommunicativeandcomprehensibleinput,andnotfromforcingandcorrectingproduction.Krashen,1985編輯課件IIIWhentheinputisunderstoodandthereisenoughofit,i+1willbeprovidedautomatically.IIWeacquirelanguagebyunderstandinglanguagethatcontainsstructuresabitbeyondourcurrentlevelofcompetence(i+1).IVProductionabilityemerges,itisnottaughtdirectly.ITheInputHypothesisrelatestoacquisition,notlearning.Fourpoints編輯課件Comprehensible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Characteristics編輯課件Advantagesanddisadvantages編輯課件ABAdvantagesemphasizetheimportanceofinput,andprovideoneoftheeffectivewayoflanguagelearning.payattentiontothelearner'scognitiveability.編輯課件1234Itishardtomakesurethelearner'scurrentlevel.Andthereisnolingusticcriteriatojudgewhetherthe“i+1〞inputisjustfarenoughbeyondthelearner'scurrentlevel.Krashendidn'tofferacleardefinitionofcomprehensibleinput.Hisinputhypothesislackaindependentlingusticdefinitiontoexplanationwhatiscomprehensibleinput.Itoverstresstheinputbutignoretheinportanceofoutput.Itisnotbenifitialforthecultivationoflearner'scommunicativeability,italsoignorethefunctionoftheindividual's.Krashen'sinputhypothesisreceivedcriticismlaterforhemistook〞input〞as“intake〞(theactualshareofinputthathasbeeninternalizedbythelearner).Disdvantages編輯課件ImplicationoftheInputHypothesisforEnglishclassroomteaching編輯課件ModificationoftheteachertalkEstablishmentofthestudent-centeredteacheringmodeIntroductionoftherevelantbackgruondknowledgeApplicationofthemultimediathchnology編輯課件TeachershavetoexplaineitherinnativelanguageorsimpleEnglish,andbilingualteachingorpureEnglishcanbeusedforexplanationappropriately.Therateofteachertalkisanotherveryimportantfactor,whichcaninfluencestudents'comprehensiononsecondlanguageacquisition.Theappreciaterateofteachertalkcanaidstudentsounderstandthelanguageinput.Modificationoftheteachertalk編輯課件Establishmentofthestudent-centeredteacheringmodeTeachersouldarousethestudents'activitiesandmakethemtakepartinclassactvitiesonthebasisofthe“student-centered〞teachingmode.“Student-centered〞teachingmodemakesstudentshavemorechancestogainenoughcomprehensibleinputtoenhancetheirabilityofapplyingEnglish.FOREXAMPLETeacherchooseatopic—askstudentstomakedialoguesinpairsordiscussingroups—askstudentstohaveaspeechinfrontoftheblackboard.編輯課件IntroductionoftherevelantbackgruondknowledgeTomakestudentsacquiremoreinput,teachersshouldteachthelanguagefromtheperspectiveofcultureandkeepthepaceoflanguagelearningwiththecu