克拉申二语习得理论与少数民族学生的古代汉语教学  

Krashen's Second Language Acquisition Theory and Ancient Chinese Teaching of Minority Students

作　　者：宋瑞[1] 

机构地区：[1]新疆师范大学语言学院,新疆乌鲁木齐830054

出　　处：《廊坊师范学院学报（社会科学版）》2014年第1期114-116,共3页Journal of Langfang Normal University(Social Sciences Edition)

摘　　要：少数民族学生学习古代汉语,主要是为了提高他们的现代汉语水平,加深他们对中华传统文化的了解。在实施教学过程中恰当运用克拉申的"语言输入假说"和"情感过滤假说"理论,可调动学生学习古代汉语的积极性,并在一定程度上有助于实现古代汉语与现代汉语相结合、语言教学与文化教学相结合的教学目的。Minority students learn ancient Chinese in order to improve their modern Chinese proficiency and deepen their understanding of the Chinese culture. In teaching implementation, if we make good use of the Input Hypothesis and the Affective Filter Hypothesis of Krashen theory, we can mobilize students to have more enthusiasm to learn ancient Chinese. This is also helpful to realize the teaching goal to combine traditional and modem Chinese, language teaching and culture teaching.

关 键 词：克拉申 二语习得理论 古代汉语教学 少数民族学生 

分 类 号：G642[文化科学—高等教育学]