Krashen的输入理论

Krashen’sInputTheoriesStephenKrashenInputhypothesis•Theprincipaltenetsofthetheory,i.e.fivehypotheses.•1.Theacquisition/learninghypothesis•2.Thenaturalorderhypothesis•3.Themonitorhypothesis•4.Theinputhypothesis•5.Theaffectivefilterhypothesis1,Theacquisition-learninghypothesisAcquisitionUnconsciousprocess,pickingupknowledgeorskillsThroughunderstandinglanguageandusinglanguageProducepracticalcompetenceEffectsarelastingLearningConsciousprocessFormalteachingisnecessary,Producemental-knowledgeInformationiseasilylostifdon’tfollowupwithexecises.学习（learning）指学习者有意识地接受某种语言的正规教学，以获得所学语言的语言知识、语言技能和言语交际技能，从而能够掌握并运用这种语言的活动。习得（acquisition）指在自然状态下从周围环境中学习获得某种能力。人的许多能力都是自然习得的。“语言习得”就是指在自然的语言环境中，通过旨在沟通意义的言语交际活动，不知不觉（潜意识）地获得一种语言。儿童习得第一语言是语言习得的典型例子。2.Thenaturalorderhypothesis•Theacquisitionofgrammaticalstructuresproceedsinapredictableorder.CertaingrammaticalstructuresormorphemsareacquiredbeforeothersinfirstlanguageacquisitionofEnglish,andasimilarnaturalorderisfoundinsecondlanguageacquisition.ING(progressive)PLURALCOPULA(“tobe”)AUXILIARYARTICLEIRREGULARPASTTHIRDPERSONSINGULAR(-s)POSSESSIVE(-s)TheorderforL2learners(Krashen,1977)3.Themonitorhypothesis•1.Themodificationofspeechpatterns,particularlyinsituationswherethereisform-focus,isknownasmonitoring.•2.Consciouslearningcanfunctiononlyasamonitororeditorandplayarestrictedroleinmonitoringproduction,inspectingandsometimesalteringoutputgeneratedbytheacquiredsystem.•Krashen’sownillustrationofhismonitorhypothesis.(acreativeconstructionprocess)MonitorhypothesisAcquiredknowledgeoutputLearntknowledgemonitoringInmoreformalsituations,wemay‘putonanaccent’orbeparticularlycarefulaboutourgrammarandchoiceofwordsinsomeoccasionswherewefeel‘onshow’.Learningplaysitsroleinmonitoringourproduction.Ininformalsituations,themorestandardwayofspeakingmayinvoluntarilydisappear.Thelearningfailstomonitorourproduction.Threeconditionslimitthesuccessfuluseofthemonitor•1.Time.Theremustbesufficienttimeforalearnertochooseandapplyalearnedrule.•2.Focusonform.Thelanguageusermustbefocusedoncorrectnessorontheformofoutput.•3.Knowledgeofrules.Theperformersmustknowtherules.4.Inputhypothesis5.TheaffectivefilterhypothesisinputfilterLADAcquiredcompetenceTheaffectivefilterhypothesisinputfilterLADAcquiredcompetencePostivefeelingsThreekindsofaffectivevariablesrelatedtoSLA•1.Motivation.Learnerswithhighmotivationgenerallydobetter.•2.Self-confidence.Learnerswithself-confidenceandagoodself-imagetendtobemoresuccessful.•3.Anxiety.Lowpersonalanxietyandlowclassroomanxietyaremoreconductivetosecondlanguageacquisition.theimplicationtoourEnglishlearningandteaching•1.Analyzestudents’learningmotivation,motivatethem,andhelpthempossessapositiveattitude.•2.Boostupstudentslearningconfidenceandlowertheirlanguageanxiety.•3.Trytocreaterelaxingandinterestingatomosphere.