input hypothesis克拉申输入假说

InputHypothesis徐静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.假如目前语言学习者的能力用i表示，那么语言输入(input)的水平既不能远远超过学习者现有的水平，即i+2或i+3(toodifficult),也不可低于或接近学习者的现有水平，即i+0(toosimple,nochallenge)。最佳的语言输入只有稍高于i，即i+1(mostappropriate)，才会被学习者所接受，也才会收到理想的效果。只有当习得者接触到“可理解的语言输入”（comprehensiveinput），即略高于他现有语言技能水平的第二语言输入，而他又能把注意力集中于对意义或对信息的理解而不是对形式的理解时，就会自动产生习得。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趣味与关联Notgrammaticallysequenced非语法程序Sufficient“i+1”足够的摄入量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