英语专业精读教学的文化输入理据及实践  

Cultural Input in Intensive Reading for English Majors:Theory and Practice

作　　者：王宪[1] 

机构地区：[1]福建农林大学外语系,福建福州350002

出　　处：《江苏师范大学学报（哲学社会科学版）》2013年第S2期55-58,共4页Journal of Jiangsu Normal University：Philosophy and Social Sciences Edition

摘　　要：精读课作为大学英语专业基础阶段最为重要的技能课程,对培养和提高学生综合运用英语的能力发挥着至关重要的作用。如何让学生有效习得,美国语言学家克拉申(Krashen)的二语习得理论为此提供了切实可行的理论依据。基于该理论的输入假说、情感过滤假说,教师在大学英语专业精读教学中可适时、恰当地进行文化输入,从而让学生有效习得语言,提高跨文化交际能力。Intensive Reading is a fundamental skill course for English majors in developing comprehensive language proficiency.Based on Krashen's Second Language Acquisition Hypothesis,this paper found that Input Hypothesis and Affective Hypothesis are more applicable to Intensive Reading Course.Cultural input is one of the means to help students acquire a second language effectively and hence enhance their abilities in cross-cultural communication.

关 键 词：文化输入 输入假说 情感过滤假说 精读课 《现代大学英语·精读》 

分 类 号：H319[语言文字—英语]