论文部分内容阅读
While discussing Krashen’s input theory, it is very easy to find that the problems appear in English teaching are related with the theory, and they have provided beneficial implications for the solutions to the problems.
1、Improving the Comprehensible Input of English Teaching
1.1、The lack of Language Environment
At many circumstances, learning English is based on classes. This kind of teaching make the lesson become an extremely important way to provide students with comprehensible input. Since the traditional teacher-centered English teaching emphasizes explanations, understanding and repeated practice of grammar, but neglects to let students themselves to get in touch with, to use and to conclude the rules existing in the language through practicing, which make the comprehensible input provided for students very limited in class teaching.And the lack of comprehensible input is bad for students to develop their language ability. So, to change the condition is what English teachers must do.
1.2 、Some Practicable Methods to Improve Language Environment
According to the input theory,when teachers are providing comprehensible input for students, firstly, they should start from interaction, make use of every helpful teaching objectives, electric machine and body language to guide them to understand the input.Secondly, teachers should try their best to use English in class, and “teacher talk” should be modified to the level which is close to the students.Thirdly, teachers should not compel their students to “output” too early, but it is necessary to encourage them to “output”, to use some “interlanguage” to stimulate their interests. Fourthly, as for the beginners, when they are expressing in English, teachers should not correct them too often, so that they would accept “input” more voluntarily which will help them learn more effectively. If teachers can do these in English teaching, “input” will enter students’ language acquisition device, and become their language acquisition ability through “internalization”.
2、Improving the Quality and Quantity of Language Input of English teaching in China
2.1、Problems Existing in Input
It is a widespread problem in China that the abilities of communication and reading of our students are very poor. And the main reason is the lack of input language information. ZHANG Lupin (1999:41) suggests that the lack of language input in China firstly reflects on the lack of words. Secondly, the quality of language input is not good enough. Because of the limitation of the amount of words, the authentication of input is weakened. For example, the original edition needs to be modified to get rid of those words which are not included in the teaching outline. This kind of input greatly hinders the students from using English fluently, appropriately and correctly during communication, and improvement of reading.
2.2、Some Practicable Methods to Improve the Quality and Quantity of Input
As far as the quality and quantity of the language input is concerned, the environment of English teaching in China needs to be created and especially the textbooks need some important adjustment and reformation. In recent years, our country has introduced a series of English textbooks; Zhang Lupin(1999:24) suggests that these textbooks have three common features: 1) their language is authentic; 2) they suit the interests and needs of learners; 3) they can be used to hold some meaningful class activities. What is more, these textbooks include the language which is from the real life, and they have an extensive language resource. And all these features are worth learning. So, it is necessary for us to continue to improve the authenticity of the “language input”, to reform the forms of it to build up a more perfect system of language teaching.
3、Creating an Environment of English Learning with Less Emotion Obstacles
3.1、Teachers’ Neglecting of Emotion Obstacles in China
Krashen suggests that comprehensible input works only when the emotion filter is low. During the process of receiving input, students will unconsciously throw away the input they psychologically disagree, and let the agreed input enter the language acquisition device in brain.However, during the practical teaching, teachers often neglect the emotion of students. At this kind of circumstance, no matter how hard the teacher works, he will never reach an expected effect.
3.2、Some Practicable Methods to Build an Amiable Environment for English Learning
From the viewpoint of teaching psychology, one of the factors which affects the efficiency of learning is the controlling of emotion of learners.And all these factors have “positive” and “negative” influences. Through practice, we have found that positive elements can stimulate students’ interests and motivations, strengthen their self-confidence, low down their useless anxieties to make them accept input positively and enthusiastically which will promise them a good effect on their learning.So, English teachers should build such an environment of input which is happier and more authentic through interesting teaching to help students low down anxieties.Today, the method of English teaching used in other countries are worth learning, such as “natural approach”, “silent way”, “total physical response” and “suggestopedia” and so no, but they need to be adjusted to the Chinese situation.
From these great works we can get a lot of implications for foreign language teaching and help
us find more efficient ways to improve the situations of foreign language learning.
Reference：
[1]Krashen, Second language acquisition and second language learning. [M]. Oxford: Per gamon. 1981.
[2]張卢平.论语言输入在大纲设计与教材编写中的作用[J].中小学英语教育与研究，1999.
[3]张国扬,朱亚夫.外语教育语言学.[M].广西教育出版社.1996.
1、Improving the Comprehensible Input of English Teaching
1.1、The lack of Language Environment
At many circumstances, learning English is based on classes. This kind of teaching make the lesson become an extremely important way to provide students with comprehensible input. Since the traditional teacher-centered English teaching emphasizes explanations, understanding and repeated practice of grammar, but neglects to let students themselves to get in touch with, to use and to conclude the rules existing in the language through practicing, which make the comprehensible input provided for students very limited in class teaching.And the lack of comprehensible input is bad for students to develop their language ability. So, to change the condition is what English teachers must do.
1.2 、Some Practicable Methods to Improve Language Environment
According to the input theory,when teachers are providing comprehensible input for students, firstly, they should start from interaction, make use of every helpful teaching objectives, electric machine and body language to guide them to understand the input.Secondly, teachers should try their best to use English in class, and “teacher talk” should be modified to the level which is close to the students.Thirdly, teachers should not compel their students to “output” too early, but it is necessary to encourage them to “output”, to use some “interlanguage” to stimulate their interests. Fourthly, as for the beginners, when they are expressing in English, teachers should not correct them too often, so that they would accept “input” more voluntarily which will help them learn more effectively. If teachers can do these in English teaching, “input” will enter students’ language acquisition device, and become their language acquisition ability through “internalization”.
2、Improving the Quality and Quantity of Language Input of English teaching in China
2.1、Problems Existing in Input
It is a widespread problem in China that the abilities of communication and reading of our students are very poor. And the main reason is the lack of input language information. ZHANG Lupin (1999:41) suggests that the lack of language input in China firstly reflects on the lack of words. Secondly, the quality of language input is not good enough. Because of the limitation of the amount of words, the authentication of input is weakened. For example, the original edition needs to be modified to get rid of those words which are not included in the teaching outline. This kind of input greatly hinders the students from using English fluently, appropriately and correctly during communication, and improvement of reading.
2.2、Some Practicable Methods to Improve the Quality and Quantity of Input
As far as the quality and quantity of the language input is concerned, the environment of English teaching in China needs to be created and especially the textbooks need some important adjustment and reformation. In recent years, our country has introduced a series of English textbooks; Zhang Lupin(1999:24) suggests that these textbooks have three common features: 1) their language is authentic; 2) they suit the interests and needs of learners; 3) they can be used to hold some meaningful class activities. What is more, these textbooks include the language which is from the real life, and they have an extensive language resource. And all these features are worth learning. So, it is necessary for us to continue to improve the authenticity of the “language input”, to reform the forms of it to build up a more perfect system of language teaching.
3、Creating an Environment of English Learning with Less Emotion Obstacles
3.1、Teachers’ Neglecting of Emotion Obstacles in China
Krashen suggests that comprehensible input works only when the emotion filter is low. During the process of receiving input, students will unconsciously throw away the input they psychologically disagree, and let the agreed input enter the language acquisition device in brain.However, during the practical teaching, teachers often neglect the emotion of students. At this kind of circumstance, no matter how hard the teacher works, he will never reach an expected effect.
3.2、Some Practicable Methods to Build an Amiable Environment for English Learning
From the viewpoint of teaching psychology, one of the factors which affects the efficiency of learning is the controlling of emotion of learners.And all these factors have “positive” and “negative” influences. Through practice, we have found that positive elements can stimulate students’ interests and motivations, strengthen their self-confidence, low down their useless anxieties to make them accept input positively and enthusiastically which will promise them a good effect on their learning.So, English teachers should build such an environment of input which is happier and more authentic through interesting teaching to help students low down anxieties.Today, the method of English teaching used in other countries are worth learning, such as “natural approach”, “silent way”, “total physical response” and “suggestopedia” and so no, but they need to be adjusted to the Chinese situation.
From these great works we can get a lot of implications for foreign language teaching and help
us find more efficient ways to improve the situations of foreign language learning.
Reference：
[1]Krashen, Second language acquisition and second language learning. [M]. Oxford: Per gamon. 1981.
[2]張卢平.论语言输入在大纲设计与教材编写中的作用[J].中小学英语教育与研究，1999.
[3]张国扬,朱亚夫.外语教育语言学.[M].广西教育出版社.1996.