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(編輯修改稿)
2025-02-15 00:17 本頁(yè)面
【文章內(nèi)容簡(jiǎn)介】 m to cultivate students39。 oral English. But at present, due to various reasons, there are many shortings in the oral English teaching at present. Therefore, bining the output hypothesis theory of Swain on China39。s oral English teaching especially oral English teaching in junior middle school has a very important research significance.II. Main Content and Major Issues to be Solved Main ContentAfter introduces the research background and the domestic current situation of spoken English, the next step is to launch specific discussion. This paper mainly aims to simply introduces Krashen39。s prehensible input theory and refers it defects and then indepth study of Swain’s output hypothesis especially its three by follow there will introduce the little part of the foreign and domestic scholars development of the output hypothesis. Krashen’s Input theories and its defectsKrashen thinks that the only way to get a language is to accept a large amount of prehensible input. People39。s attention is focused on the input of the information itself, rather than the form of Krashen, appropriate input is input that contains structures (lexis, morphology, syntax,etc.) just one step beyond the laerners’ current stage of linguistic development.One of the conditions of acquisition is that learners acquire a higher level of language input than the current refers to this as i+ to Krashen (1983),learners can understand these unknown structure by relying on their world knowledge,their previously acquired linguistic knowledge and extralinguistic contexts such as pictures and other learners receive enough input and understand it,acquisition is ‘unavoidable’ and ‘cannot be prevented’(Krashen,1985,).Language acquisition is achieved through listening prehension. Verbal expression is the result of language acquisition, not its cause. As long as the amount of prehensible input is sufficient, it will automatically provide the necessary syntax. A language teacher does not need to explain the language structure in a natural order, because a sufficient prehensible input will automatically provide the learner with the right amount of the next language structure and the opportunity to review the structure.Krashen made a significant contribution to the filed of SLA by understanding the important role of input in language ,his views are detestably and unrealistic for application in actual are not be sure that how much prehensible input is ability is really abstract,and how degree and how much input is concur with students actual ability is quiet hard to is extremely hard to investigate and Krashen remains vague on this ,Enter the required context is also very difficult to achieve, most schools do not have the advanced teaching environment that can meet the cities are likely to be achieved, but most of the remote rural schools in rural areas do not have a good foreign language environment, it is conceivable that effective input is very difficult to ,Each student39。s level of learning and learning ability is not consistent, a large number of input may be to some extent caused by the disorder of low ability students, not to say that they automatically generate language structure. functions of Output HypothesisLanguage teaching practice, such as Canadian French immersion program shows that a large number of prehensible input can help improve learners39。 listening and reading ability, a large number of prehensible language output is helpful to the learner39。s ability
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