“輸入假設(shè)” 和“情感過(guò)濾假設(shè)” 在英語(yǔ)教學(xué)中的運(yùn)用

1、on the application of “input hypothesis” and “affictive filter hypothesis” in english teachingbytu jingjune, 2007xiaogan universitycontents1. introduction12. on the application in primary school22.1 the method of creating the atmosphere22.2 the method of natural acquisition2 2.3 the method of body l

2、anguage hints32.4 the method of song stimulation33. on the application in middle school43.1 the choice of the listening materials43.2 encouraging students to speak english more5 3.3 attaching importance to emotional factor 64. on the application in the university6 4.1 further strengthening the train

3、ing of listening comprehension and proposing higher demand74.2 strengthening students ability of the language communication7 5. conclusion8bibliography10 “輸入假設(shè)”和 “情感過(guò)濾假設(shè)”在英語(yǔ)教學(xué)中的運(yùn)用摘 要當(dāng)今，英語(yǔ)學(xué)習(xí)變得越來(lái)越重要。因此，怎樣又快又好的掌握英語(yǔ)成為一個(gè)重要的話題。目前，我國(guó)的英語(yǔ)教學(xué)雖然受到了越來(lái)越多的重視，然而整體英語(yǔ)教學(xué)水平卻不容樂(lè)觀.教師和學(xué)生都在英語(yǔ)上花費(fèi)了很多工夫，但是效果卻并不理想。20世紀(jì)70年代，克拉申

4、提出了著名的“語(yǔ)言習(xí)得”理論。本文以該理論中的“輸入假設(shè)”和“情感過(guò)濾假設(shè)”為出發(fā)點(diǎn),提出了在大，中，小學(xué)英語(yǔ)教學(xué)中的不同側(cè)重點(diǎn)。即小學(xué)側(cè)重于“聽(tīng)” ；中學(xué)側(cè)重于“聽(tīng)+說(shuō)”；大學(xué)側(cè)重于“聽(tīng)+說(shuō)+交際”。根據(jù)分析學(xué)生各個(gè)階段的階段特征，筆者具體提出了一些教學(xué)方法。 關(guān)鍵詞：二語(yǔ)習(xí)得；輸入；情感過(guò)濾；情感因素，英語(yǔ)教學(xué) abstractnowadays, studying english becomes more and more important. so, how to grasp english well and quickly becomes a very important topic.

5、 at present, though our country has paid more attention to english teaching, the whole level of english teaching was not good. teachers and students have spent so much time in english, but the result is unsatisfactory. in the 1970s, stephen d.krashen put forward a famous theory- language acquisition

6、. this paper uses the theory-“input hypothesis” and “affective filter hypothesis” as the starting point to propose different emphasis on the english teaching of primary, secondary and university education .the primary school lays particular emphasis on listening; the middle school on listening and s

7、peaking; university on listening speaking and communication.keywords: acquisition; input; affective filter; affective element; english teaching on the application of “input hypothesis” and “affective filter hypothesis” in english teaching1. introduction in the 1970s, stephen d.krashen, a famous ling

8、uist in u.s.a, put forward a famous theory- language acquisition, which is one of the most powerful theories in the world. this theory is mainly formed by 5 hypotheses about learning the second language: acquisition-learning hypothesis; input hypothesis; natural order hypothesis; monitor hypothesis

9、and affective filter hypothesis. according to this theory, people grasp languages by two mainly ways: acquisition and learning. among them “acquisition means that the learners learn a kind of language by contacting and communicating with external world, absorb gradually and use this kind of language

10、 under a kind of unconscious .and the word learning means that learners study and grasp a kind of language reasonably (usually refer to the second language not including learners mother tongue) at conscious station. in these 5 hypotheses about learning the second language, stephen pointed out that “

11、input hypothesis” was the core of the theory- language acquisition. according to this hypothesis, “inputting term” which was contacted by the acquisitions was neither more difficult nor too simple. specifically speaking, stephen set the level what the acquisitions has in learning the second language

12、 as “i”. then the inputting term can not be “i+2” it means go beyond too much or “i+0” it means close or equate the acquisitions old level. these two kinds of methods are both unfavorable to the improvement of the language level. ideal input language should be “i+1”, that is slightly higher than the

13、 old level “i”. unless in this way, the acquisition person can understand the new contents in the inputting language through knowledge experience in the past and different conversation in the test. if the acquisitions follow in order and advance step by step, sentence structure naturally input to th

14、e brain, their levels of language will be improved gradually too. meanwhile, stephen still pointed out that though the understanding of inputting language is the necessary requirement in the learning language, this is still far from enough. intelligible input is valid only when affective filter is l

15、ower (krashen, 1982).actually “affective filter” is an obstacle to absorb the knowledge, which came from the acquisitions psychology in learning language. it hampered the acquisitions to understand and absorb completely the inputting language. the weak learning motivation, insufficient self-confiden

16、ce and the anxious may have led to affective filter. so in our teaching activities, how to use the stephens theory guide teaching become quite important. the teacher, only while giving students the appropriate language to input in an appropriate way, reduces the factor of the affective filter and im

17、proves the teaching result most effectively as much as possible.2. on the application in primary schools according to a survey report of “solo”, the project of setting english course in every primary school in our country began since the autumn of 2001. it is generally from grade three; in some bett

18、er conditions or countries offer from grade one. though in shanghai, some kindergartens with better conditions have opened english interest class, so far as the whole national situation, we can basically regard the pupils as the english beginners. the pupils attentions of duration is short, they are

19、 active and their curiosities are extremely strong, especially, low-grade pupils. so, the teachers should stimulate the students interests of studying and train their good study habits as the focal point of english teaching at this stage. if teachers do not understand the childrens age characteristi

20、c, they may have the wrong idea. it make children become resentful to learning english , i.e. affective filter mentioned in front of this thesis is too much, obviously, it is extremely unfavorable for children to learn the second language and succeed in the future. to the pupils characteristics, tea

21、chers can guide them from several following aspects:2.1the method of creating the atmosphereaccording to the pupils interest characteristic, teachers could create the english atmosphere that they like. for example, teachers can open up english field on the wall, and stick the words that they learned

22、 usually to the wall in the form of picture to encourage the students to know more words from the multiple channels, and stick the new words to the wall constantly. as accumulating certain amounts of pictures, the teacher can encourage the students to compile the story with the words on the wall, in

23、 order to stimulate their interest in learning english. it does not matter that chinese and english is mixed in the story, when students weave the stories at the beginning. for example, “有一天，一只monkey碰到了一頭elephant，monkey對(duì)elephant說(shuō)，hello，elephant，我們一起play好嗎？elephant非常happy，它說(shuō)，ok，ok！”in this way, the s

24、tudents are in the whole atmosphere of the classroom and will give play to their own imagination under the teachers encouragement constantly, then they will weave the little story vivid and interestingly. gradually, with the increasing of students vocabulary, the chinese part in the story will be su

25、bstituted by english more and more, and students are to the grasp of the basic word, and they will be more pictorially clear in the application of basic daily conversation.2.2 the method of natural acquisitionat the beginning the teachers might use the method of “english + chinese translation , when

26、 teaching in the daily conversation .then try to save the chinese translation gradually and naturally. for example, when the teacher wants to let the students open the book, they can say, please open your books.請(qǐng)翻開(kāi)書(shū).after repeating this order many times in classes, teachers can test it in one class,

27、 only say “please open your books. and omit the following chinese part. at this moment, teacher could find that quite a few of classmate can do it according to teachers instruction accurate already; it means this new sentence has already been transmitted to students brain and has been feedback succe

28、ssfully. once the writer did such a test: a little boy in grade one of a primary school often plays at home in relatives family, i often speak to him in way of english + chinese translation .once a time, while playing the building blocks with him, it was blowing outside. i speak to him at will, “ple

29、ase close the window.” i have not turned sight to the window nor to the outside, without any hints when saying, then the little boy has run over and closed the window. after several minutes i asked him why he went to shut the window, he said it is i asked to do that. i asked again it was in english

30、or in chinese when i asked him to do that, but the little boy cant remember. it means, the information of inputting term has already transmitted to the acquisitions brain under a kind of unconscious station naturally.2.3 the method of body language hints “the body language hints” means that the teac

31、her can hint the meaning of some inputting languages to students by using the body language ,for example, when the teacher found a pupil wanted to draw the picture haphazardly on the wall, teacher can say to him while shaking the hand, no, dont do that. for another example, a student has done a good

32、 thing, the teacher can say to him while thumbing up, good boy!” in this way, even if students have not studied these two sentences, they can also succeed in guessing the meaning through the teachers movements.2.4 the method of song stimulationteacher can stimulate the students passions for learning

33、 by singing some simple english songs. and in possible cases, teacher could encourage everybody to follow in the song to make corresponding movements. for example, the writer once heard such a very simple and interesting song, teddy bear, teddy bear, turn around. teddy bear, teddy bear, touch the gr

34、ound. teddy bear, teddy bear, show your shoes. teddy bear, teddy bear. that will do.” students make the corresponding movements while listening to song under teachers encouragement. the teacher can even also divide students into several groups; and see which group can make sure at the end without ma

35、king mistakes. in this way the students learning passions will be stimulated out greatly.in a word, i think that the english teaching at the stage of primary school should rely mainly on listening, and the teachers should regard stimulating students interests in english as the goal. the teacher shou

36、ld have a clear understanding on the students abilities of understanding and the level of their knowledge, and must not bother your head about their progresses- try to help the shoot grow by pulling it upward. you had better not use such as “the subordinate clause of the relation”, present completiv

37、e tense and so on, and dont teach boringly the grammar with these abstract vocabularies. american psychologist bruner has ever said in his book: educational course”, the best encouragement of learning is the interest in learned materials. while increasing input to students constantly, teachers help

38、students to set up their self-confidences as much as possible, and try to minimize the influence of the affective filter factor, in this way, the input result could be improved most effectively.3. on the application in middle schools psychology research shows that learning foreign language is the co

39、urse that internal cause and external cause act on together. the so-called “internal cause , mean learners themselves, but “external cause” means the academic environment that learners are in. in the learner respect, whether their studies are successful or not is closely related with their intellige

40、nce factors and the unintelligence factor is often playing great restriction function. the unintelligence factor had included a lot of respects. for instance the learners learning motivation, willpower, self-confidence, the personality, habit etc. under the prerequisite with students balanceable int

41、elligence level and relatively stable knowledge, it is essential to improving the english teaching quality which raises the middle school that how to arouse the students enthusiasm of learning english to the maximum extent and try to minimize the influence of the affective filter factor. the teenage

42、rs of the middle school are at the age stage of growing up fast, ego consciousness strong and puzzled age. at this stage, factors such as the ego, the self- image and self-esteem, etc. are in peak period. consequently, the teacher needs to take factor of these students personalities into account whi

43、le making teaching plans for middle school students. generally speaking, with the enhancement of comprehension and the natural thought, the middle school students do not need too many pictures to stimulate their sense organ like pupil at this stage, the input of english should be increase enormously

44、, besides “l(fā)istening”, and we also should attach importance to the students abilities of “speaking”. particularly, the teacher can make efforts from several following aspects:3.1 the choice of the listening materials during the learning the second language, listening is the most important kind of in

45、put route. the contents of the listening materials can not be understood, i.e. is not input effectively, and we do not know where to begin to input “speaking” or “writing . so the english learned is just “the deaf and dump english”. moreover, experts who research modern reading believe that in fact,

46、 the training to ears is a good training course of stimulating listening quantity growth. the more stimulate, the greater input is. this is not only extremely favorable to speaking , but also of great advantage to read correctly and write well. economic development levels of domestic areas are widel

47、y different, and the number of the schools, which have ready conditions to supply students with the multimedia approach to learning, is still less. so, using the tape is the most extensive kind of means at present. now, a lot of listening materials are sold in the bookstore, but many of them are not

48、 very good materials. because there are not a bit emotional colors joining, one or several recorders just read the materials stiff from the beginning to the end. such listening materials are extremely inadvisable, because students are during the process of listening to them, and will often feel flat

49、 and insipid, gradually they will lose the interest in learning english. good listening materials should be taken from true life and can make listeners stay among them, for example look ahead which british longman published, and it is very popular step by step, etc. for many years, they have become

50、favorably noticed numerously for their real language and drawing materials extensively. in addition, on the difficulty of the listening materials, we should follow in order and advance step by step and increase constantly on the basis of students ability to accept.3.2 encouraging students to speak e

51、nglish more base on the premise that the input of listening and difficulty are increasing constantly we should encourage students to speak english more, the ability of speaking english should be paid attention to too. in teaching, a lot of teachers reflected that the students with good oral english

52、are often good at outstanding in listening. it means to a great extent, that speaking is the feedback and output of the result to “l(fā)istening . if you want to encourage students to speak more, you should help students create a kind of good english atmosphere. the survey report of “solo project reveal

53、s, the construction of the english atmosphere is very scarce in the campus of middle school, basically have any english activity that promotes students to use their abilities, it is extremely unfavorable to improve students oral english. if you want to change this kind of state, teachers should use

54、more brains, even solicit the opinion from students and understand their needs, not only encourage the students to use english to be exchanged in the classroom, but also raise their interests of speaking english through various extracurricular activities of english (such as the english corner, engli

55、sh week, english party, etc.).3.3 attaching importance to emotional factorwe know that the passive emotion factor hindered the acquisitions to getting the chance for using the language and inputting to the maximum extent and its also hindered them to absorb and digest the input effectively. so, it i

56、s extremely important to pay attention to the emotional factor and help students to overcome the anxious sense of languages. it requests the teacher to pay more attention on his words and cant deny students easily, allow students to make some small faults and accept their faults. some teacher likes

57、saying like this, “the boys are worse than girl in learning language”, or “it is difficult for boys to learn english better than girls . under these harmful conscience hints, boys would think it is natural they are not good at learning english, in the course of time; they will lose interests and con

58、fidences in studying english slowly.among teaching, teachers should create one light happy input environment hard through vivid interesting teaching means for students and reduce students anxious sense on one hand. on the other hand teachers cant let students indulge their freedoms and have no goals and pressure at all. the teacher should help students anxious sense to turn into the motive force of studying as much as possible, thus they can