克拉申的输入及情感过滤假说对中国英语教学的启示

内 容 摘 要

外语学习的最终目的是能用英语进行成功地交际，而不是在各种考试中获得高分。然而目前我国英语学习的状况不尽人意，在国内缺少语言环境，没有良好的语言输入。我国的英语教学方法还存在缺点和局限，因此，我们在教学的过程中应不断地改进教学方法。
本文主要基于克拉申的输入假说和情感过滤假说。克拉申的这两个假说是二语习得的重要理论，强调了在语言习得中应重视对学习者的可理解输入以及降低学习者情感焦虑。本文从这两方面讨论了该理论对中国英语教学的启示，我们可以将克拉申的习得理论更好地应用于我国的英语教学。对于教师，他们应该尽可能营造良好的语言环境，提供合适的语言输入，降低学习者的情感焦虑，并对学生的错误多采取宽容的态度；而对于学习者来说，他们应该更主动积极地了解语言学习的过程和他们自身的特点，唯有这样，才能更好地提高自己英语学习的能力。

关 键 词

二语习得; 输入假说; 情感过滤假说; 英语教学

ABSTRACT

   The ultimate goal of our foreign language teaching is to train the students’ ability of successful communication in English, not the ability to get high scores in the exams. However, currently the English learning situations are not that satisfactory in China. We lack of language acquisition environment and receive no good comprehensible input. There still exists limitations in our English teaching methods; therefore, we should continuously change our approaches towards English learning.
This thesis is based on Krashen’s Input Hypothesis and Affective Filter Hypothesis. Krashen’s two hypotheses are important theories of SLA, which emphasizes the learner’s comprehensible input and the reduction of his affective worries. This paper takes a look into the enlightenment of the above two perspectives upon English teaching in China. In the end of the thesis, we receive some practical enlightenments and guides from Krashen’s two hypotheses. From the teacher’s perspective, they should try their best to provide learners with appropriate input and good language environment, and they should take a more tolerable attitude towards the learners’ errors. As for the learner, they should be motivated to know more about the process of language learning, which will enhance their way in English learning.

KEYWORDS

Second Language Acquisition (SLA); the Input Hypothesis; the Affective Filter Hypothesis; English teaching;

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