inputhypothesis克拉申輸入假說(shuō)PPT講座inputhypothesis克拉申輸入假說(shuō)PPT講座1BriefintroductionThetheoryoftheInputHypothesisAdvantagesanddisadvantagesImplicationoftheInputHypothesisforEnglishclassroomteachingDefinitioncharacteristicsBriefintroductionThetheoryo2BriefIntroductionBriefIntroduction3BriefIntroduction

StephenKrashenisanexpertinthefieldoflinguistics,specializingintheoriesoflanguageacquisitionanddevelopment.Muchofhisresearchhasinvolvedthestudyofnon-Englishandbilinguallanguageacquisition.Krashen’swell-acceptedtheoryofsecondacquisitionhashadalargeimpactonallareasoflanguageresearchandteachingsincethe1980s.Histheoryofsecondlanguageacquisitionconsistsoffivemainhypothesis:theAcquisition-learningHypothesis,theMonitorHypothesis,theNaturalOrderHypothesis,theInputHypothesis,andtheAffectiveFilterHypothesis.TheInputHypothesisisthecentralpartofthisoverallsystem.BriefIntroductionStephen4TheInputHypothesisisthemostimportantoneofKrashen'stheoryofsecondlanguageacquisition.Theinputhypothesisattemptstoexplainhowlearnersacquireasecondlanguage.TheInputHypothesisisthemo5ThetheoryoftheInputHypothesisThetheoryoftheInputHypoth6Waysofgettinginput???Howdowemovefromstagei,whereiresponsecurrentcompetence,toi+1,thenextlevelinsecondlanguageacquisition?TheInputHypothesisWaysofgettinginput???Howdo7TheInputHypothesismakesthefollowingclaim:anecessary(butnotsufficient)conditiontomovefromstageitostagei+1isthatacquirersunderstandinginputthatcontainsi+1,where“understanding”meansthatacquirersfocusonthe

meaningbutnottheformofthemessage.Accordingtothishypothesis,peoplerequirelanguagebestbyunderstandingcomprehensibleinputthatisslightlybeyondtheircurrentlevel(i+1),andwhentheyacquireenough,theygettheabilitytospeakfluentlyautomatically.假如目前語(yǔ)言學(xué)習(xí)者的能力用i表示，那么語(yǔ)言輸入(input)的水平既不能遠(yuǎn)遠(yuǎn)超過(guò)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(yǔ)言輸入只有稍高于i，即i+1(mostappropriate)，才會(huì)被學(xué)習(xí)者所接受，也才會(huì)收到理想的效果。只有當(dāng)習(xí)得者接觸到“可理解的語(yǔ)言輸入”（comprehensiveinput），即略高于他現(xiàn)有語(yǔ)言技能水平的第二語(yǔ)言輸入，而他又能把注意力集中于對(duì)意義或?qū)π畔⒌睦斫舛皇菍?duì)形式的理解時(shí)，就會(huì)自動(dòng)產(chǎn)生習(xí)得。Thebestmethodsarethereforethosethatsupply“comprehensibleinput”inlowanxietysituations,containingmessagesthatstudentsreallywanttohear.Thesemethodsdonotforceearlyproductioninthesecondlanguage,butallowstudentstoproducewhentheyare“ready”,reconizingthatimprovementcomesfromsupplyingcommunicativeandcomprehensibleinput,andnotfromforcingandcorrectingproduction.Krashen,1985TheInputHypothesismakesthe8IIIWhentheinputisunderstoodandthereisenoughofit,i+1willbeprovidedautomatically.IIWeacquirelanguagebyunderstandinglanguagethatcontainsstructuresabitbeyondourcurrentlevelofcompetence(i+1).IVProductionabilityemerges,itisnottaughtdirectly.ITheInputHypothesisrelatestoacquisition,notlearning.FourpointsIIIWhentheinputisunderstoo9Comprehensible可理解性Interestingandrelevant趣味與關(guān)聯(lián)Notgrammaticallysequenced非語(yǔ)法程序Sufficient“i+1”足夠的攝入量CharacteristicsComprehensible可理解性Interesting10AdvantagesanddisadvantagesAdvantagesanddisadvantages11ABAdvantagesemphasizetheimportanceofinput,andprovideoneoftheeffectivewayoflanguagelearning.payattentiontothelearner'scognitiveability.ABAdvantagesemphasizetheimpo121234Itishardtomakesurethelearner'scurrentlevel.Andthereisnolingusticcriteriatojudgewhetherthe“i+1”inputisjustfarenoughbeyondthelearner'scurrentlevel.Krashendidn'tofferacleardefinitionofcomprehensibleinput.Hisinputhypothesislackaindependentlingusticdefinitiontoexplanationwhatiscomprehensibleinput.Itoverstresstheinputbutignoretheinportanceofoutput.Itisnotbenifitialforthecultivationoflearner'scommunicativeability,italsoignorethefunctionoftheindividual's.Krashen'sinputhypothesisreceivedcriticismlaterforhemistook”input”as“intake”(theactualshareofinputthathasbeeninternalizedbythelearner).Disdvantages1234Itishardtomakesureth13ImplicationoftheInputHypothesisforEnglishclassroomteachingImplicationoftheInputHypot14ModificationoftheteachertalkEstablishmentofthestudent-centeredteacheringmodeIntroductionoftherevelantbackgruondknowledgeApplicationofthemultimediathchnologyModificationoftheteacherta15TeachershavetoexplaineitherinnativelanguageorsimpleEnglish,andbilingualteachingorpureEnglishcanbeusedforexplanationappropriately.Therateofteachertalkisanotherveryimportantfactor,whichcaninfluencestudents'comprehensiononsecondlanguageacquisition.Theappreciaterateofteachertalkcanaidstudentsounderstandthelanguageinput.ModificationoftheteachertalkTeachershavetoexplaineithe16Establishmentofthestudent-centeredteacheringmodeTeachersouldarousethestudents'activitiesandmakethemtakepartinclassactvitiesonthebasisofthe“student-centered”teachingmode.“Student-centered”teachingmodemakesstudentshavemorechancestogainenoughcomprehensibleinputtoenhancetheirabilityofapplyingEnglish.FOREXAMPLETeacherchooseatopic—askstudentstomakedialoguesinpairsordiscussingroups—askstudentstohaveaspeechinfrontoftheblackboard.Establishmentofthestudent-c17IntroductionoftherevelantbackgruondknowledgeTomakestudentsacquiremoreinput,teachersshouldteachthelanguagefromtheperspectiveofcultureandkeepthepaceoflanguagelearningwiththecultureabsorbing.ApplicationofthemultimediathchnologyWiththehelpofthemultimediacomputersstudentscanreceivecomprehensive,individualizedinstructioninalltheskillsstimultaneouslyandparticipateintheirregularclassroomassignmentsactively.Introductionoftherevelantb18THANKSTHANKS19inputhypothesis克拉申輸入假說(shuō)PPT講座inputhypothesis克拉申輸入假說(shuō)PPT講座20BriefintroductionThetheoryoftheInputHypothesisAdvantagesanddisadvantagesImplicationoftheInputHypothesisforEnglishclassroomteachingDefinitioncharacteristicsBriefintroductionThetheoryo21BriefIntroductionBriefIntroduction22BriefIntroduction

StephenKrashenisanexpertinthefieldoflinguistics,specializingintheoriesoflanguageacquisitionanddevelopment.Muchofhisresearchhasinvolvedthestudyofnon-Englishandbilinguallanguageacquisition.Krashen’swell-acceptedtheoryofsecondacquisitionhashadalargeimpactonallareasoflanguageresearchandteachingsincethe1980s.Histheoryofsecondlanguageacquisitionconsistsoffivemainhypothesis:theAcquisition-learningHypothesis,theMonitorHypothesis,theNaturalOrderHypothesis,theInputHypothesis,andtheAffectiveFilterHypothesis.TheInputHypothesisisthecentralpartofthisoverallsystem.BriefIntroductionStephen23TheInputHypothesisisthemostimportantoneofKrashen'stheoryofsecondlanguageacquisition.Theinputhypothesisattemptstoexplainhowlearnersacquireasecondlanguage.TheInputHypothesisisthemo24ThetheoryoftheInputHypothesisThetheoryoftheInputHypoth25Waysofgettinginput???Howdowemovefromstagei,whereiresponsecurrentcompetence,toi+1,thenextlevelinsecondlanguageacquisition?TheInputHypothesisWaysofgettinginput???Howdo26TheInputHypothesismakesthefollowingclaim:anecessary(butnotsufficient)conditiontomovefromstageitostagei+1isthatacquirersunderstandinginputthatcontainsi+1,where“understanding”meansthatacquirersfocusonthe

meaningbutnottheformofthemessage.Accordingtothishypothesis,peoplerequirelanguagebestbyunderstandingcomprehensibleinputthatisslightlybeyondtheircurrentlevel(i+1),andwhentheyacquireenough,theygettheabilitytospeakfluentlyautomatically.假如目前語(yǔ)言學(xué)習(xí)者的能力用i表示，那么語(yǔ)言輸入(input)的水平既不能遠(yuǎn)遠(yuǎn)超過(guò)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(yǔ)言輸入只有稍高于i，即i+1(mostappropriate)，才會(huì)被學(xué)習(xí)者所接受，也才會(huì)收到理想的效果。只有當(dāng)習(xí)得者接觸到“可理解的語(yǔ)言輸入”（comprehensiveinput），即略高于他現(xiàn)有語(yǔ)言技能水平的第二語(yǔ)言輸入，而他又能把注意力集中于對(duì)意義或?qū)π畔⒌睦斫舛皇菍?duì)形式的理解時(shí)，就會(huì)自動(dòng)產(chǎn)生習(xí)得。Thebestmethodsarethereforethosethatsupply“comprehensibleinput”inlowanxietysituations,containingmessagesthatstudentsreallywanttohear.Thesemethodsdonotforceearlyproductioninthesecondlanguage,butallowstudentstoproducewhentheyare“ready”,reconizingthatimprovementcomesfromsupplyingcommunicativeandcomprehensibleinput,andnotfromforcingandcorrectingproduction.Krashen,1985TheInputHypothesismakesthe27IIIWhentheinputisunderstoodandthereisenoughofit,i+1willbeprovidedautomatically.IIWeacquirelanguagebyunderstandinglanguagethatcontainsstructuresabitbeyondourcurrentlevelofcompetence(i+1).IVProductionabilityemerges,itisnottaughtdirectly.ITheInputHypothesisrelatestoacquisition,notlearning.FourpointsIIIWhentheinputisunderstoo28Comprehensible可理解性Interestingandrelevant趣味與關(guān)聯(lián)Notgrammaticallysequenced非語(yǔ)法程序Sufficient“i+1”足夠的攝入量CharacteristicsComprehensible可理解性Interesting29AdvantagesanddisadvantagesAdvantagesanddisadvantages30ABAdvantagesemphasizetheimportanceofinput,andprovideoneoftheeffectivewayoflanguagelearning.payattentiontothelearner'scognitiveability.ABAdvantagesemphasizetheimpo311234Itishardtomakesurethelearner'scurrentlevel.Andthereisnolingusticcriteriatojudgewhetherthe“i+1”inputisjustfarenoughbeyondthelearner'scurrentlevel.Krashendidn'tofferacleardefinitionofcomprehensibleinput.Hisinputhypothesislackaindependentlingusticdefinitiontoexplanationwhatiscomprehensibleinput.Itoverstresstheinputbutignoretheinportanceofoutput.Itisnotbenifitialforthecultivationoflearner'scommunicativeability,italsoignorethefunctionoftheindividual's.Krashen'sinputhypothesisreceivedcriticismlaterforhemistook”input”as“intake”(theactualshareofinputthathasbeeninternalizedbythelearner).Disdvantages1234Itishardtomakesureth32ImplicationoftheInputHypothesisforEnglishclassroomteachingImplicationoftheInputHypot33ModificationoftheteachertalkEstablishmentofthestudent-centeredteacheringmodeIntroductionoftherevelantbackgruondknowledgeApplicationofthemultimediathchnologyModificationoftheteacherta34TeachershavetoexplaineitherinnativelanguageorsimpleEnglish,andbilingualteachingorpureEnglishcanbeusedforexplanationappropriately.Therateofteachertalkisanotherveryimportantfactor,whichcaninfluencestudents'comprehensiononsecondla