浅析大学英语课堂互动教学模式.docVIP

浅析大学英语课堂互动教学模式 　　摘 要 在经济全球化不断深入的今天，英语渐渐成为最重要的语言。可是对于大多数在校大学生而言，他们本都应该掌握了良好的语言沟通能力，可其中不少仍然不能够有效地使用这门语言。这是由于传统的大学英语课堂教学模式在很大程度上忽视了师生在课堂教学中出现的交互作用，也忽视了英语作为一种交际工具的本质。本文从二语习得的理论出发试图探讨大学英语课堂互动教学模式，以求达到教学设计与教学实施的最优化，提高学生运用英语的能力。 　　关键词 大学英语 课堂互动 英语教学 二语习得 　　中图分类号：G424 文献标识码：A 　　On College English Classroom Interaction Teaching Model 　　JIAN Lili 　　（Foreign Language Department， Zhongnan University of Economics and Law Wuhan College， Wuhan， Hubei 430079） 　　Abstract With the increasing deepening of economic globalization， enormous changes have taken place in Chinas reform and opening up in the past of three decades. As a result of frequent foreign economic and cultural exchanges， English has gradually become the most important common language. Most college students who should have grasped good communication skills， nevertheless， still can not effectively use the language. This is due to the traditional college English teaching mode which not only largely ignored the multilateral and multilayer interaction between teachers and students in the classroom， but also neglected the essence of English as a communicative tool. Accordingly， this article attempts to explore the interactive teaching mode in college English classroom from the perspective of second language acquisition theory in order to improve the quality of English teaching and to provide effective and appropriate English teaching methods for teachers so as to achieve optimal teaching designs and implementation， thus enhancing the ability of students to use the English language. 　　Key words English； classroom interaction； English teaching； second language acquisition 　　1 大学英语课堂互动教学模式的理论基础 　　1.1 Krashen语言输入假设理论 　　“输入假设”（input hypothesis）认为，所谓的二语习得就是通过获得比自己现有语言水平略高的语言输入。学习者通过和获得略高于现有语言水平的语言输可以增强对语言的感悟力。二语习得的固定公式为“i+1”，“i”表示语言习得者现有的语言水平，假设语言习得者获得的略高于现有语言水平的语言输入为“i”，再加上其获得的一定数量的理解能力为（i+1），这样就成功地获得了二语习得。（Krashen. S. The Input Hypothesis： Issues and Implication ，1985） 　　1.2 Swain语言输出假设理论 　　与Krashen提出的语言输出理论相对应的