学年论文.docx
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学年论文.docx
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学年论文
学号
2011216231
分类号
G622.4
本科生学年论文
题目:
《让泪化作相思雨》中的爱情隐喻
院(系)外语系
专业班级英语2011级2班
学生姓名周婷
指导教师(职称)鲁克伟(助教)
提交时间二〇一四年六月
LoveMetaphorsofLettingTearsTurnIntoLovesickRain
ZhouTing
Abstract:
Key:
“InputHypothesis”,“AffectiveFilterHypothesis”,listeningandreading,primaryschool.
语言输入学习理论对小学英语听力与阅读教学的启示
周婷
(安康学院外语系,陕西安康725000)
摘要:
本论文主要研究语言输入学习理论对小学英语听力与阅读教学的启示。
本论文的主要目的是根据克拉申的“输入假说”与“情感过滤假说”来解决小学英语听力与阅读教学的主问题,从而得出结论:
小学英语听力与阅读教学不仅要培养学生英语学习兴趣,而且要有足够的语言输入和考虑学生的情感因素。
关键词:
“输入假说”;“情感过滤假说”;听力与阅读;小学
Contents
AbstractinEnglishi
AbstractinChineseii
Contentsiii
1Introduction1
2LiteratureReview2
3Theoreticalbasis3
3.1InputHypothesis3
3.2AffectiveFilterHypothesis4
4ProblemsofPrimaryEnglishListeningandReading4
4.1problemsofEnglishlisteningteachingatprimaryschool4
4.1.1Excessivegamesinsteadofknowledgelearning,performancesinsteadofdrills5
4.1.2Theseverephenomenaofmothertongueteaching5
4.1.3Ignoringstudents’affectiveelementsandpsychologicalfeaturesofEnglishlearning6
4.2ProblemsofEnglishreadingteachingatprimaryschool6
5InputLearningTheoryandItsInspirationforEnglishListeningandReadingTeachingatPrimarySchool6
5.1InputHypothesisanditsinspirationforEnglishlisteningteachingatprimaryschool6
5.2AffectiveFilterHypothesisanditsinspirationforEnglishlisteningteachingatprimaryschool7
5.3InputHypothesisanditsinspirationforEnglishreadingteachingatprimaryschool7
5.4AffectiveFilterHypothesisanditsinspirationforEnglishreadingteachingatprimaryschool8
6Conclusion9
Acknowledgments10
References11
1Introduction
ItiscommonlyacknowledgedthatEnglishisasignificantmeansofinternationalcommunication.Therefore,itisnecessarytolearnEnglishwellsoastoboosteconomicdevelopmentandcooperationandpoliticalcommunications.Nowadays,Englishteachingprevailsatprimaryschoolsinchina,andChinesepeopletakeitseriously.ButtherearemanyproblemsaboutEnglishteachingatprimaryschools,especiallyinEnglishlisteningandreadingteaching;emphasizingoncultivatingchildren’sinterestofEnglishinsteadoftheimportanceoftwomainsourcesoflanguageinputforprimarystudents;ignoringlanguageinput:
listeningandreadingandlanguageinputisthefirstthing.Alsoteacherslackofexactanalysisonpupils’psychologicalfeatureswhichthengiverisetopessimisticemotionsandheavilymentalburden.Intermsoftheseproblems,itisintegralforteacherstostudythesecondlanguageacquisition(SLA).AmericanlinguistKrashen(1980,1981,1982andelsewhere)putforwardwhathecallsthe“InputHypothesis”.InputshowsdifferentcharacteristicsdependingondifferenttheoriesofSLAfromS.D.Krashen’smodel(1985).InputisperhapsthemostimportantconceptinSLA.The“AffectiveFilterHypothesis”embodiesKrashen’sviewthatvariousaffectivefactors,playingafacilitative,butnon-causal,roleinSLA(1981).HeisoneofthebestknownandmostinfluentiallinguistsofSLAinthe1970sandearly1980s.inputlearningtheory,includinginputhypothesisandaffectivefilter,wasputforwardinordertomakeEnglishlisteningandreadingteachingefficientandeffectiveatprimaryschool.
Thepaperincludesfivepartsareasfollows:
Firstly,introducing“InputHypothesis”;secondly,introducing“AffectiveFilterHypothesis”;thirdly,introducingproblemsofEnglishlisteningteachingatprimaryschool;fourthly,introducingproblemsofEnglishreadingteachingatprimaryschool;finally,introducinginputlearningtheoryanditsinspirationforEnglishlisteningandreadingteachingatprimaryschool.
2LiteratureReview
Englishlisteningandreadingarethemainsourceoflanguageinputwhichisthefirstthing,butinrecentyears,therearemanyproblemsoccurringinEnglishlisteningandreadingteachingatprimaryschool.Inputlearningtheoryincluding“InputHypothesis”and“AffectiveFilterHypothesis”canhaveasignificantinfluenceonEnglishlisteningandreadingteachingatprimaryschool.
Krashen’sInputHypothesis(1984:
21)isanimportantpartofinputlearningtheory.inputisperhapsthemostimportantconceptinSLA.Hepointsoutthat“theinputhypothesisclaimsthathumanacquirelanguageinonlyoneway-byunderstandingmessagesorbyreceiving‘comprehensibleinput’”whichisfocusedonthemeaningandnottheformoflanguage(Krashen,1985:
2);itattemptstoexplainhowwedoacquirelanguage;italsoattemptstoexplainhowalearnerprogressesinacquisition,Krashenprovidesuswithamodellikethis:
”i+1”.Learnerscanunderstandlanguagecontainingunequaledgrammarwiththehelpofcontext.MeanwhileKrashen’saffectivefilterhypothesis,hethinksthataffectivefilterisakindofpsychologicalobstaclewhichpreventsalearnerfromtakinginthecomprehensiveinput.Andthevariablesinclude:
anxiety,self-confidentandmotivation.
Ellis(1994:
118)dividesthesourceofinputintointeractiveinputwhichincludesinterlanguagetalk,teachertalk,foreignertalk,andnon-interactiveinputwhichincludeslisteningandreading.
Hereiswhatonescholarhastosay:
“theconceptofinputisperhapsthesinglemostimportantconceptofsecondlanguageacquisition.Itistrivialtopointoutthatnoindividualcanlearnasecondlanguagewithoutinputofsomesort”(Gass,1997:
1)
Inputorprimarylinguisticdataislanguagethatcontainsinstancesorexemplarsofvariousgrammaticalformsandotherlinguisticinformationinthelanguageenvironmentofthelanguageacquirer(Schwartz,1993).
Long(1983)makesconsiderationsofhowinputisrenderedcomprehensibleandpointsouttheinteractioninputhypothesis,whichmakesteachersinteractwithstudents.
Behaviorismputstressonexternalfactorsofthelearner’slearning.Thelinguisticenvironment,e.g.theexposuretosuitablestimuli,isrecognizedasanimportantdeterminingfactorinSLA.Inputhereincludesstimuliandfeedbackfromthenativespeakers(LinLi,2007:
171-172)itfocusesonenhancement.
Nativismemphasizestheinternalmechanismoflanguagelearners,that’stheinternalprocessingmechanism.itcontendsthatexposuretolanguagecannotnaturallyamounttoacquisitionandinputisonlyregardedasa“trigger”thatsparksinternallanguageprocessing.
PenfieldandRoberts(1959)pointsoutcriticalperiodhypothesisofSLA.
ThedistinctionbetweeninputandintakewasfirstmadebyCorder(1967:
165)whenhenotedthatsimplypresentingalinguisticformtoalearnerdoesnotqualifyitforthestatusofinputbecause“whatgoesinisnotwhatisavailableforgoingin”.Muchoftheinputcontains“noise”.
AlpertandHaber’s(1960)distinctionbetweenfacilitatinganxietyanddebilitatinganxiety
3Theoreticalbasis
ThischapterreferstoKrashen’stwomainHypotheses---InputHypothesisandAffectiveFilterHypothesis.
3.1InputHypothesis
Krashen’sInputHypothesisreferstoalotofcomprehensibleinputandcallsitthecentralclaimofmonitortheory.Itanswersacriticalquestionoflearninglanguagesabouthowtoacquirelanguages,especiallyforeignlanguages.Previousconstructionallinguistsadvocatestudyingsentencestructuresthencommunicatewithothersusingthesestructures.Onthecontrary,Krashenemphasizesonacquiringmeanings,thenacquiringlanguagestructures.Accordingtothishypothesis,languageinputisneithertoodifficultnortoosimple.Itmaintainsthatasecondlanguageisacquiredthroughprocessingcomprehensibleinput.Krashen’sInputHypothesis(1981,1985,1989)makesthefollowingclaims:
a.Learners’progressalongthenaturalorderbyunderstandinginputthatcontainsstructuresalittlebitbeyondtheircurrentlevelofcompetence.Whenalearneratsomestage,i,ofinputtinglanguagedevelopmentreceivescomprehensibleinputthatcontainsstructures,onestepbeyondthecurrentstage,orstructuresat“i+1”ori+1inputprinciple.
b.Althoughcomprehensibleinputisnecessaryforacquisitiontotakeplace,itisnotsufficient,aslearnersalsoneedtobeaffectivelydisposedto“letin”theinputtheycomprehend.
c.Inputbecomescomprehensibleasaresultofsimplificationandwiththehelpofcontextualandextralinguisticclues;“fine-tuning”(i.e.ensuringthatlearnersreceiveinputrichinthespecificlinguisticpropertytheyareduetoacquirenext)isnotnecessary.
d.Speakingistheresultofacquisition,notitscause;learnerproductiondoesnotcontributedirectlytoacquisition.
Fourcriteriaofeffectiveinputareasfollows:
a.inputmustbecomprehensible,b.inputisinterestingandrelevant,andc.inputdoesn’tobeygrammaticalsequence;d.inputmustbeadequate.
3.2AffectiveFilterHypothesis
Krashen’saffectivefilterhypothesisdenotestherelationshipbetweenaffectiveelementsandsecondlanguageacquisition.AffectivefilterwasadvancedbyDulayandBurtin1977.Krashen’sviewthatvariousaffectivefactors,playingafacilitative,butnon-causal,roleinSLA(1981).Lackofmotivation,lowself-esteem,debilitatinganxiety,Krashenclaims,cancombineto“raisethefilter”,toforma“mentalblock”,whichpreventscomprehensibleinputfromreachingthelanguageacquisitiondevice(Krashen1982:
31),andtherebyfrombeingusedforacquisition.Anegativeaffectivedisposition(afilterthatis“up”),thatis,constitutesaconstraintsonthesuccessfulworkingsofcomprehensibleinput,putanotherway,positiveeffectisnecessary,butnotsufficient,forSLA.
4ProblemsofPrimaryEnglishListeningandReading
4.1problemsofEnglishlisteningteachingatprimaryschool
AttheadventofnewlyEnglishcurriculumstandard,teacherschangetheirtraditionalteachingconceptsand
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