论克拉申的i+1语言输入假说与中国的外语教学  

On Krashen's i+1 Language Input Hypothesis and EFL Teaching and Learning in China

作　　者：王烈琴[1] 

机构地区：[1]宝鸡文理学院外语系,陕西宝鸡721013

出　　处：《渭南师范学院学报》2008年第3期83-86,共4页Journal of Weinan Normal University

基　　金：陕西省2007-2008年高职高专教育教学改革与建设研究项目(06G28)

摘　　要：语言输入是语言学习的首要条件。外语教师决定着课堂外语输入的质量与教学效果。外语教师对语言学习理论了解与掌握的很大程度影响其教学方法的设计和教学质量的提高。从理论上客观地介绍克拉申的i+1输入假设的理论基础与主要观点,在此基础上讨论输入假设对外语教学的指导意义,同时表达了对假设的质疑。Language input is a perquisite of language learning. Language teachers determine the quality of classroom input and effectiveness of classroom teaching and Learning. The extent to which foreign language teachers understand and master foreign language teaching and learning theories will in great part determine their teaching methods and teaching effectiveness. This paper presents objectively the theoretical foundations and major viewpoints of the i＋1 input hypothesis proposed by S. Krashen, explores its guidance in foreign language teaching and learning, and expresses some critical comments on it.

关 键 词：i+1输入假说 可理解性输入 自然教学法 外语教学 

分 类 号：H319[语言文字—英语]