基础外语学习的“语言匹配输入假说”  

Matched-input hypothesis in foreign language learning for young learners

作　　者：盖淑华[1] GAI Shuhua(The School of English for Specific Purposes,Beijing Foreign Studies University,Beijing 100089,China)

机构地区：[1]北京外国语大学

出　　处：《外语教学与研究》2019年第4期596-607,F0003,共13页Foreign Language Teaching and Research

基　　金：教育部人文社科重点研究基地重大项目“中国外语教育理论与实践创新研究”(16JJD740002;主持人韩宝成)的部分成果

摘　　要：本文结合我国基础外语教育情况,提出外语学习的“语言匹配输入假说”,并根据儿童的心理发展特点和现有的英文阅读分级体系,提出了可操作方案。该假说认为,语言输入的内容应该与学习者(尤其是儿童外语学习者)的心智水平相匹配,而非偏重语言形式去创造“i+1”超出现有水平的输入。语言输入的同时应伴随大量语音输入,为低龄外语学习者创造丰富而自然的语言环境,从而提高学习效率。To fit the foreign language learning condition in China, this paper proposes "Matched-input Hypothesis'' in a foreign language environment and makes a feasible plan to implement it in language learning for young learners. The hypothesis holds that it is critical to match the language content (meaning-orienled) with 1 earners' mental development, particularly for young beginners, rather than focusing on the “i+1” language level (form-oriented). Massive audio input is also essential to build a natural and authentic language environment to boost the efficiency of foreign language learning.

关 键 词：语言匹配输入假说 语言内容 心智发展 外语环境 

分 类 号：H319.3[语言文字—英语]