A Study on the Application of Krashen's Input Theory in Teaching Reading in Senior High School ESL classroom

摘要

二语习得理论针对二语习得环境而提出，特别有利于外语教学，在我国外语教学中影响较大的是Krashen的“监控理论”。“监控理论”中的五个假说——习得学得假说、自然顺序假说、监控假说、输入假说和情感过滤假说，从不同层面解释了二语习得的过程及情况，其中“输入假说”对外语阅读教学极为有利，它强调可理解的语言输入在语言习得中起着至关重要的作用。而长期以来，如何提高学生的阅读水平一直是老师、家长以及学生本人都十分关注的问题。学习者如果想学好一门外语，阅读是必备的一项社会文化技能，在高中英语教学中起着举足轻重的作用，而且阅读能力的提高是高中阶段英语教学和学习的主要目标之一。阅读理解是学习语言技能的关键。它是掌握语言知识，提高语言应用能力和自学能力以及获取信息的基础。就英语教学而言，高中阶段是培养学生阅读技能的重要阶段。新课程标准也再次重申:高中英语阅读教学应在中学的基础之上进一步巩固知识，发展听、说、读、写的基本技能，侧重培养学生的阅读能力，为学生继续学习，运用英语打好基础。因此，阅读能力的提高目前是中学英语教学的主要目标之一。本文在前人研究的基础之上，通过对高中外语阅读教学方法现状的调查、分析，依据克拉申的输入理论，得出了有利于培养学生学习第二外语阅读的教学方法以便更好地促进当前的高中英语教学水平。

目录

声明

摘要

Abstract

CONTENTS

Chapter One：Introduction

1．1 Background of the Present Study

1．2 The Significance of the Present Study

1．3 Structure of the Thesis

Chapter Two：Literature Review

2．1 Krashen’s SLA Theory

2．1．1 Krashen’s Input Hypothesis Theory

2．1．2 The qualifications of input

2．2 Reading Comprehension

2．2．1 The definition of reading comprehension

2．2．2 The model of reading process

Chapter Three：Methodology

3．1 Experiment design

3．1．1 Teachers

3．1．2 Students

3．2 Experiment Instruments

3．2．1 Interview

3．2．2 The questionnaire

3．2．3 The written recall

3．3 Analysis of the Experiment

3．3．1 Analysis of the interview

3．3．2 Analysis of the questionnaire

3．3．3 Analysis of the written recall

3．4 Discussions of the Experiment

3．4．1 The traditional reading teaching style

3．4．2 Examination-oriented English learning

3．4．3 Less-concern about learners’ affective needs

3．5 Results of the experiment

Chapter Four：Implications and Suggestions for the Application of Input Theory in Reading Teaching

4．1 Choosing reading materials

4．1．1 Comprehensible materials

4．1．2 Roughly-tuned materials

4．1．3 Authentic and variable materials

4．1．4 Interesting and relevant materials

4．2 Organizing reading class

4．2．1 Student-centered Teaching Method

4．2．2 Adding Comprehensible Input

4．2．3 Laying Stress on the Relationship on Input and Output

4．2．4 Combining the Cultural Background in English Teaching

4．2．5 Creating Natural Communicative Environment

Chapter Five：Conclusion

5．1 Major Findings

5．2 Limitations and Suggestions for Further Research

Bibliography

References

Appendix 1 Questionnaires

Appendix 2(for students)

Appendix 3(for teachers)

Appendix 4(for students)

Acknowledgements