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胡春洞(1996)指出:在人类学习或习得语言的实践中,吸收总是领先于表达,也可以说输入总是领先于输出。而由于我国的中小学英语教学缺少自然习得语言的社会环境,听的输入渠道显得不够宽泛,语言的输入便更多地依赖于课堂教学以及学生课外广泛而有效的阅读。(章兼中、俞红珍,1998)因此,课外阅读势必要成为学生语言学习的一部分,同时,课外阅
Hu Chun-dong (1996) pointed out: In the practice of human learning or acquisition of language, absorption always leads the expression, it can be said that the input always leads the output. However, due to the lack of social environment of the natural language acquisition in primary and secondary schools in our country, the input channels of listening are not broad enough. The input of language relies more on classroom teaching and extensive and effective reading of students’ extracurricular activities. (Chapter and in, Yu Hongzhen, 1998) Therefore, extracurricular reading is bound to become part of the student language learning, at the same time, extracurricular reading