輸出假設(shè)理論在初中英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用-開題報(bào)告(已修改)
2025-01-31 00:17 本頁(yè)面
【正文】 開 題 報(bào) 告（2016屆）輸出假設(shè)理論在初中英語(yǔ)口語(yǔ)教學(xué)中的應(yīng)用學(xué) 院英語(yǔ)學(xué)院專 業(yè)英語(yǔ)班 級(jí)英語(yǔ)1208班學(xué) 號(hào)0307120828學(xué)生姓名呂銀燕指導(dǎo)教師徐華日 期2016年1月2日I. Background and Significance Background In 1980s, two hypotheses were generated in the second language acquisition field. One is Krashen39。s prehensible input hypothesis, the other one is the output hypothesis of the Canadian professor 39。s input hypothesis emphasizes that language input is the only way to language acquisition, as long as there is a large number of input learners will naturally be able to master the second language. This claim was questioned by Swain , given her many years of immersion teaching, she found even if students have considerable input, but their language output petence is still not satisfactory. From this, she put forward the wellknown output hypothesis theory. Further exploration in the field of second language acquisition. Significance Theoretical Significance English consists of the most basic four aspects: listening, speaking, reading and writing are indispensable, but the spoken part of it occupies the main position. A significant difference between the input and output hypothesis is whether to put the oral expression ability in a more important position. Input theory is more emphasis on the students39。 ability to accept, as long as the students accept a large number of prehensible input can naturally have the ability to express. And the output is the need for students to work hard, through constant practice, to correct their own shortings, to obtain progress. Obviously, the two theories have their advantages, but it is more meaningful to improve students39。 oral expression ability with the students39。 subjective initiative. In other words, the output hypothesis provides us with a good research direction. Practical Significance With the economic globalization, the deepening of China39。s reform and opening up, China closely link the western countries by the cultural munication, trade cooperation, traveling, academic exchange,etc. Therefore to learn a second language especially English is extremely important. At present, our country vigorously advocate learning English, from primary school to all kinds of colleges and universities, the country39。s investment in English gradually the total national curriculum,it can give us a global curriculum standards are to provide a subject nature of the course, course target, content, implementation proposed guidance document for with the syllabus, it is in the basic concept of curriculum, curriculum goals, course implementation part elaborated more detailed, simple terms, the curriculum standards is that students should know what and what can be done after learning a period of time , it reflects the state of the students learning oute subjects have different curriculum standards throughout the whole stage of pulsory education and general education. Here this paper will have an important discussion and research of junior middle school English curriculum standards through several times change and the newest curriculum proposed the requests as follows.At the stage of pulsory education English curriculum overall goal is to cultivate students39。 preliminary prehensive ability of using the language, and the English learning to promote the mental development of the students, improve the students39。 prehensive cultural literacy. Comprehensive language application ability of language skills, language know
高考資料相關(guān)推薦
鄂ICP備17016276號(hào)-1