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)。最佳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對信息的理解而不是對形式的理解時，就會自動產生習得。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