【正文】 e. 掌握這門語言并運用它進行有效的交際,這種實際的語言運用能力是21世紀新型人才所必備的基本素質(zhì)。 Fathman, 1975。To meet the requirements of rapid development in today’s society, the majority of teachers and students are actively engaged in a variety of Second English Class activities. The construction of Second Class in English teaching is a good example of the application of the Input Hypothesis and the Affective Filter Hypothesis.The Second Class pays more attention on studentcentered class teaching which could meets the requirement of every student’s development, and provides much richer learning contents than the curricular teaching methods, and it is also without the restrictions of time and place.Since there are many problems of the English teaching in private colleges, the Second Class of English teaching is a perfect model to solve these problems. In private colleges, leaders and teachers should give enough attention to the construction of Second Class, and try to build a new evaluation mode to achieve the goal of the improvement of the teaching quality. There are a series of ways to start the Second Class activities, such as English corner, English Drama Club and so on. The main purpose of the construction of Second Class is to create a relaxing and harmonious language learning environment that could reduce the learners’ pressure, which is a reflection of Krashen’s Affective Filter Hypothesis.2. Description of Krashen’s Theory of Second Language Acquisition The introduction of Krashen’s TheoryKrashen’s theory of second language acquisition consists of five main hypotheses：the AcquisitionLearning Hypothesis；the Monitor Hypothesis；the Natural Order Hypothesis；the Input Hypothesis；and the Affective Filter Hypothesis. The AcquisitionLearning DistinctionThe AcquisitionLearning Distinction is the most fundamental part of all the hypotheses in Krashen’s theory and the most widely known one among linguists and language practitioners. There are two independent systems of second language performance: “the acquired system” and “the learned system” (Krashen, 1981). The “acquired system” or “acquisition” is the product of a subconscious process that very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language natural munication in which speakers are not concentrated in the form of their utterances, but in the municative act. The “l(fā)earned system” or “l(fā)earning” is the product of formal instruction and it prises a conscious process which results in conscious knowledge about the language, for example knowledge of grammar rules. According to Krashen “l(fā)earning” is less important than “acquisition”. The Monitor HypothesisThe Monitor Hypothesis explains the relationship between acquisition and learning, and it defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. The acquisition system is the utterance initiator, while the learning system performs the role of the “monitor” or the “editor” (Krashen1981). The “monitor” acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, and he/she focuses on the form or thinks about the correctness, and he/she knows the rule.It appears that the role of conscious learning is somewhat limited in second language performance. According to Krashen, the role of the monitor is being used only to correct deviations from “normal” speech and to give the speech a more “polished” appearance.Krashen (1982) also suggests that there is individual variation among language learners with regard to “monitor” use. He distinguishes those learners that use the “monitor” all the time (overusers)。 students are lack of interest. 8 Teaching equipments are not advanced. 9 The inspiration of Krashen’s Theory the construction of Second Class 9 The inspiration of Krashen’s Theory of Second Language Acquisition 9 The conception of the Second Class and the necessity of its development 10 The conception of the Second English Class 10 The necessity of the development of the Second Class 114. The Effective Forms of the Second Class in College English Teaching 13 The effective forms of the Second Class 13 The organization of “English Corner” 13 The organization of English Association 14 The use of school radio stations 14 The organization of English drama activities 14 The celebration of English culture festivals 15 Measures to keep the effect of the Second Class 155. Conclusions 17References 19Acknowledgements 201. IntroductionStephen Krashen is an expert in the linguistics field, specializing in theories of language acquisition and development. Much of his recent research has involved the study of nonEnglish and bilingual language acquisition. Krashen’s widely known and well accepted theory of second language acquisition has had a large impact in all areas of second language research and teaching since the 1980s. His five hypotheses have been applied to many areas of language teaching, especially college English teaching. 摘要：英語第二課堂是英語學習的另一種形式 , 也是英語課堂教學的有力補充。隨著大學英語教學改革的不斷深入 , 現(xiàn)代大學英語的教學方式已經(jīng)發(fā)生了巨大的變化 , 教師和學生都不再滿足于單一的傳統(tǒng)課堂教學模式。 those learners who have not learned or who prefer not to use their conscious knowledge (underusers)。 Makino, 1980 cited in Krashen, 1987) which suggested that the acquisition of grammatical structures follows a “natural order” which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. This order seemed to be independent of the learners’ age, conditions of exposure, and although the agreement between individual acquirers was not always one hundred percent in the studies, there were statistically significant similarities that reinforced the existence of a Natural Order of language acquisition. Krashen, however, points out that the imp