How,Communicative,Input,Works,in,the,Sense,of,Language,Teaching:in the case of
时间：2019-02-07 03:15:32 来源：雅意学习网 本文已影响 人 
Abstract：Comprehensible input is viewed as one of the most paramount elements in the second language acquisition,which depends upon the learners’attempts to extract meaning from the language input.To be comprehensible,the gap between what they hear(i+1)Input Hypothesis and their existing knowledge(i)must be bridged through their own deductive powers,the teacher"s gestures,or any other means to hand.Comprehensible input is believed to be the key element in the success of all language teaching methods.
Key words：comprehensible input；i+1 Input Hypothesis；language acquisition；teaching methods
中图分类号：G642 文献标识码：A 文章编号：1003-2851（2010）11-0240-01
I.Literature Review
A critical concept for second-language development for students with and without learning difficulties is comprehensible input.Comprehensible input means that students should be able to understand the essence of what is being said or presented to them.This does not mean,however,that teachers must use only words students understand.In fact,instruction can be incomprehensible even when students know all of the words.
S.D.Krashen argues that language acquisition is caused by learners understanding input which is slightly beyond their current stage of knowledge,by means of context and other extra-linguistic cues.The Input Hypothesis claims to explain the relationship between what the learner is exposed to of a language (the input) and language acquisition.In the“i+1”theory,an acquirer can “move” from a stage I (where I is the acquirer’s level of competence) to a stage I+1 (where I+1is the stage immediately following I along some natural order) by understanding language containing I+1.(Krashen and Terrell 1983:32).
II.The applications of manipulating comprehensible input on language teaching
I try to put forward some viable methods for better English teaching as follow:
First,we can employ more contexts or some visual material to develop the students’comprehensible input ability before or after class,which is highly suggestive in this domain.We can take CCTV 9 channel for instance.Since most of the advanced English learners view this TV show as a very visible material to access to their knowledge base. Of course,this knowledge access is slightly beyond many students’learning level,but it is just this certain feature that exerts great challenge to the students,more importantly,stimulating their learning desire and sense of accomplishment.
Second,some listening material should be necessarily introduced to the students’homework time.Personally,BBC and NPR are the authorized material,which I think they represent the standard pronunciation and accuracy of the news in essence.省略 to download the literal lines and passages exactly according to the live broadcasting.Most importantly,the students can retell or recite the passages without fear of being heard after class.And these materials are largely related to our major.And of course,these materials are a little higher than the students’current level,but that is the right point that students move from the first stage of learning to the I+1 stage actually,if they can overcome these barriers in front of them,like the unknown vocabulary,awkward listening competence,the fast pace of the tape and difficult understanding of the resources,then the next stage of oral English level with this major(especially with the domain knowledge) is headed not far away.
Third,it is the English and American cultural knowledge input.In the visual and listening activity,the students are to foster the interest of the listening and oral English,improve their awareness of cultural to expand the international view,as well as their learning strategy.It is necessary to hold some English short play performance,English speech contest,through which will help to increase the oral expression ability and language communicative capability,as well as providing some comparison lecture between Chinese culture and English and American culture.With these,it will be very helpful for the students to understand the differences between these foreign cultures and our mother language culture,and overcome the cultural barrier,put off the intervention from our mother language.
III.Summary
In conclusion,it is important to realize that comprehensible input is as much an ideal as it is an achievable reality.In teaching English-language learners with learning difficulties,we can attempt to reach this ideal level of support and challenge, but in the context of complex and fast-paced classroom interactions, it may rarely be achieved as much as we would like.Nonetheless,this is a critical principle as you develop an instructional program for each English-language learner.
Reference
R.Sheen Double Standards in Research Selection and Evaluation:The case of comparison of methods,instruction and task-work RELC Journal,December1,1993;24(2):1-28.
Lightbown (1984,p.246):a combination of"a linguistic theory, social psychological theory
Krashen,Stephen D.Principles and Practice in Second Language Acquisition.Prentice-Hall International,1987.
Krashen,Stephen D.Second Language Acquisition and Second Language Learning.Prentice-Hall International,1988.
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