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输入假设理论认为,语言的习得就是一个知识内化的认知过程,学习者是借助大量自己所能接受的并且略高于自己现有语言水平基础上的语言输入来实现语言习得的。在输入假设理论下的语言教学过程中,对于输入有如下几个要点:输入语言的可理解性、输入语言的趣味性及相关性以及输入材料的真实性。这些因素都会直接影响学习者语言习得的成效,也是决定英语课堂教学效率的重要因素。本文将从这几个关键点谈谈高中英语课堂教学的有效性。
Input hypothesis theory holds that language acquisition is a cognitive process of knowledge internalization, and learners achieve language acquisition through a large amount of linguistic input that is acceptable to them and slightly higher than their current language level. In the input hypothesis theory of language teaching process, the input has the following points: the input language comprehensibility, the input language fun and relevance, as well as the authenticity of the input material. These factors will directly affect the learners’ effectiveness in language acquisition, but also an important factor that determines the efficiency of English classroom teaching. This article will talk about the effectiveness of high school English classroom teaching from these key points.