Junior English Teaching language input.docVIP

Junior English Teaching language input Abstract: language learning is inseparable from language input. In accordance with KLrashen’s opinions and to receive comprehensible language input is a necessary condition for language acquisition. The actual situation of China’s foreign language teaching requires us in the teaching process, not only in quantity but in quality-oriented language input. Keywords: language input; quantity; quality 1. INTRODUCTION In this paper, Krashen’s “comprehensible input hypothesis” as the theoretical basis, from the external and internal analysis of the conditions of language acquisition, input and output relations and related theories. That “there is no comprehensible input, there is no language acquisition,” the argument. Emphasis on the importance of comprehensible input. From a macro perspective, refers to the use of Krashen’s acquisition theory, input, output theory and affective filter hypothesis to guide the teaching of English. From the micro perspective, the author is more the role of teachers and students explore how the role of classroom teaching in English to create an authentic language environment, thus truly improve their language and communication skills. Shen will be able to pull together theory and English language teaching, and its feasibility and the concrete application in the teaching of research and from practice to explore the hypothesis of the current foreign language teaching useful suggestions. 2. Theory and the basis for The 20th century, the late 70s and early 80s, well-known American linguist Krashen (Krashen)’s “control theory.” Core of which is five basic hypothesis: Language Acquisition and Learning (theacquisition-learning distinction hypothesis), monitor hypothesis (the monitor hypothesis), natural order hypothesis (the natural orderhypothesis), language input hypothesis (the input hypothesis) and the Affective Filter Hypothesis (the affectivefilterhypothesis). After many years of obse