深圳大学学科英语Input Hypothesis (S.pptVIP

InputHypothesis(S.Krashen,1982)InputHypothesisTheideathatexposuretocomprehensibleinputwhichcontainsstructuresthatareslightlyinadvanceofalearner’scurrentlevelofCOMPETENCE(语言能力)isnecessaryandsufficientcauseofSECONDLANGUAGEACQUISITION.(二语习得)Krashen(克拉申1982):Input+1

MonitorHypothesis(S.Krashen,1982)MonitorModelofSecondLanguageDevelopment(第二语言发展监控模式)Krashen(克拉申设想1982)distinguishestwodifferentprocessesinL2developmentanduse.OneiscalledAcquisition(习得),whileotherisregardedasLearning(学习).

MonitorHypothesis(S.Krashen,1982)ACQUIISITIONissaidasub-conscious(潜意识)processwhichleadstothedevelopmentof“Competence”(语言能力)andisnotdependentonteachingoftheteachingofgrammaticalrules.

MonitorHypothesis(S.Krashen,1982)Thesecondprocesscalled“Learning”,referstotheconsciousstudy(有意识学习)andknowledgeofgrammaticalrules.Inproducingutterances,learnersinitiallyusetheiracquiredsystemofrules.

MonitorHypothesis(S.Krashen,1982)Learningandlearnedruleshaveonlyonefunction:toserveasamonitororeditorofuttterances(言语,话语)initiatedbytheacquiredsystem,andlearningcannotleadtoacquisition.

AffectiveHypothesis(S.Krashen,1982)AffectiveHypothesis(情感过滤器假说)Krashen(1982)claimsthatsuccessfulsecondlanguageacquisitiondependsonthelearner’sfeeling,andattitudestowardsL2learning.

AffectiveHypothesis(S.Krashen,1982)Negativeattitudes,alackofmotivation,orself–confidentandanxietyaresaidtoactasafilter,preventingthelearnerfrommakinguseofINPUT,andthus,hinderingsuccessinlanguagelearning.