OnheApplicaionofKrashen’sInpuHypohesisincollegeEnglisheaching_开题报告

With the economic globalization, the deepening of China's reform and opening up, the mastery of English became a basic skill for college students. But traditional, outdated teaching method won’t help students to learn English effectively, so many are trying to find some practical theories to improve college English teaching. The  theories of Second-language acquisition (SLA) is quite inspiring. Krashen’s Input Hypothesis is one of them. Based on this Hypothesis, an emphasized comprehensible input means significance to the effect of teaching of college English as well as to the improvement of the communicative skill of the college students.First, I shall provide some basic introduction.

The input hypothesis, also known as the monitor model, is a group of five hypotheses of second-language acquisition developed by the linguist Stephen Krashen in the 1970s and 1980s. Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to the five hypotheses as a group. The hypotheses are the input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis.The Input Hypothesis is the most important one of Krashen’s theories of second language acquisition.

With the basic knowledge of the input hypothesis,I shall return to the application of  Krashen’s  Input Hypothesis in English teaching,especially in college English teaching.I introduce some researches domestically and overseas.

In recent years,many academics in China have supported the input hypothesis, but few have made long-term experiments to verify whether it is correct.ZHENG Dong-lin(2008)claims that the input hypothesis is a good guidance for English classroom teaching. And teachers are responsible for providing adequate language input in class and students’ exposure to English can be maximized in four ways to enhance EFL(English as a Foreign Language) teaching. Wenquan Wu(2010) believes by applying Input Hypothesis to the teaching of College English, learners are likely to benefit more.Based on this Hypothesis, an emphasized comprehensible input means significance to the effect of teaching of listening and speaking of college English as well as to the improvement of the communicative skill of the college students.

Luo Lisheng (2001) argues that Krashen's input hypothesis for foreign language acquisition and second language acquisition is presented on the basis of exposure in foreign environment.The real conditions of the language learner in has considerably changed.But it still has some enlightenment to foreign language teaching,mainly in the following aspects:(1) Krashen's input hypothesis makes us realize that in the process of foreign language teaching we should pay attention to amount of language input from different ways and the different environment (including curricular and extracurricular), and  in the process of language input, we should make the leaner feel like a real language environment.(2)Krashen's input hypothesis make us recognize the importance of  visual input in foreign language learning.(3)Foreign language teaching can follow the i+1principle in certain stages,to choose teaching material and modify the language the teacher use.

 Krashen's hypotheses have been influential in language education, but have received criticism from some academics. Two of the main criticisms state that the hypotheses are untestable, and that they assume a degree of separation between acquisition and learning that has not been proven to exist.

On the practical side ,Theodore V. Higgs(1985) claims that as a pedagogical model the Input Hypothesis may not be directly applicable to the reality of the U.S. high school or university foreign language classes, since these are so far removed from the immersion/second language environments on which much of the theory underlying the model is based.

    Canadian professor swain put forward the well-known output hypothesis theory,questioning Krashen's assertion that only input matters in second-language acquisition.And according to Long's interaction hypothesis the conditions for acquisition are especially good when interacting in the second language; specifically, conditions are good when a breakdown in communication occurs and learners must negotiate for meaning. 

In sum, all the above studies have put forward valuable ideas about the Krashen’s Input Hypothesis and its application.However, there seems to be a lack of in-depth and detailed analysis for its application for college English teaching in China.Thus my study may hopefully make some contribution in this direction.

Outline

1Intorduction

2 college English teaching in China

2.1The Current Situation of the College English course

2.2The Existing Problems of the College English teaching

2.2.1 Unsatisfying teaching materials

2.2.2Ineffective learners

2.3.3Outdated teaching method

3 The  Krahen’s  Input Hypothesis

3.1The Theory of Krahen’s Input Hypothesis

3.2The Characteristics of Krashen’s Input Hypothesis

3.3The Influence of Input Hypothesis on college English teaching

4 Implication of the Input Hypothesis for English classroom teaching

4.1 Improvements of the teaching materials

4.2 Improvements in the teaching mode

4.3Appropriate evaluation

5Conclusions

References

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[15]ZHENG, Dong-lin. Krashen's Input Hypothesis and English classroom teaching[J]. 美中外语, 2008(9):53-56.