Krashen 的输入假说对职业学校英语教学的方式.doc

Krashen 的输入假说对职业学校英语教学的方式
英语教学效果是通过学生的学习效果来体现的，因而教师把握语言学习规律，深入了解学习者特点，做到有针对性地引导和帮助学生学习，则显得尤为重要。中国有句谚语：“十聋九哑。”道出了语言学习离不开语言的输入。职校生不可能人人都走出国门到英语语言环境中接受浸泡式英语输入，绝大多数学生需要通过在国内学校进行英语教学活动学习英语。那么，怎样做和选择什么样的语言输入材料才能使英语教学有的放矢，收效显著呢？Stephen Krashen 的语料输入假说给予我们一些有益启示。
　　一、Krashen的语料输入假说
　　美国语言学家Stephen Krashen的语料输入假说是第二语言习得领域最具影响力的理论之一。这一理论包括五部分，分别为：习得—学得假说（Acquisition-Learning Hypothesis）、自然顺序假说（the Natural Order Hypothesis）、监察假说（the Monitor Hypothesis）、输入假说（the Input Hypothesis）和情感过滤假说（the Affective Filter Hypothesis）。该理论一经提出，便引发第二语言教学界的广泛讨论。其中，输入假说的核心内容是：学习者所接受的语言输入必须满足以下条件，语言习得才会发生：①可理解性输入（Comprehensible Input）；②包含已知语言成分（i）；③包含稍高于已知语言水平成分（i+1）。所谓“可理解性输入”指的是学习者通过阅读或视听等手段输入的语料难度应略高于学习者当前的英语水平。这样，最容易促使学习者对语言的理解和习得。Krashen 将学习者现有语言水平设为 i，学习者下一个发展阶段的水平设为i+1，即稍稍高于学习者现有语言知识水平。如果在教学过程中为学习者提供的语言输入材料难度为i+0，也就是与学习者现有水平相当，他们就会觉得没有新鲜感，因而造成学生学习热情降低，教学进展缓慢的结果。如果提供给学生的语言输入难度是i+2，超出了学习者的理解范围，使他们感到对所处的情形无能为力，对学习失去兴趣，同样会出现教学停滞不前，教学活动难以开展的局面。也就是说，教师需要认真了解学习者现有的语言认知水平，以促进学习者习得i+1的语言知识。
　　Krashen在他的著作the Input Hypothesis：Issues and Implications 里强调输入的可理解性的同时，还提出语言输入要有足够的量。他指出，大量的可理解性输入是第二语言习得的不可或缺的重要条件。Krashen还将语言学泰斗乔姆斯基的人类语言习得机制（Language Acquisition Device）引入第二语言习得理论。他认为学习者在接受了足够量的可理解性语言输入后，人脑所具备的语言习得机制会自动习得相关语言结构知识。
　　在情感过滤假说中，Krashen指出：纵然可理解性输入在语言习得中必不可少，但仅仅有可理解性输入是不够的，情感屏障会阻碍学习者充分利用可理解性输入。当学习者缺乏学习动机、自信心或存在焦虑感时，他们的情感屏障强烈。这时，学习者虽然会读懂或听懂语言输入，但输入到达不了学习者的语言习得机制。反之，当学习者不再担心失败时，他们的情感屏障程度变弱，这时也易于达到语言习得的最佳效果。因此，在英语教学工作中，要随时注意学生的焦虑程度，尽力降低学生的焦虑感，减弱情感屏障对英语学习的阻碍作用。
　　二、职校生现状
　　经过初中三年的英语学习，职校生具备了一定的语言知识。但与普高生比较，他们的英语基础相对薄弱，加之高中入学考试失败，多数学生存在自卑感、焦虑感。笔者不久前对本校财会、交通运输管理、物流管理、计算机应用等专业学生进行关于课堂焦虑感的问卷调查，结果显示：56.5%的学生在课堂上产生过焦虑。产生焦虑最集中的几个原因是：怕教师、同学对自己评价太低；担心回答问题时犯错误或不会回答，当众出丑；害怕考试。可见，自信不足，焦虑这些情感障碍问题在职校生中尤为突出。
　　三、对策
　　要有效解决当前职校生面临的英语学习和情感障碍问题，笔者认为Krashen 语料输入假说中的两大假说，即：输入假说和情感过滤假说对于职业学校英语教学有切实的指导作用。基于上述理论，结合教学实践，从以下几点重视和改进英语教学：
　　1. 根据学生的认知水平选择输入语料。首先，教师要做到对学生的认知水平了如指掌，并考虑学生现有水平和潜在发展水平之间的差异。只有当语言输入为i+1水平时，学习者才能理解并掌握新知识。也就是说，教师要注意区分初学者和中高级阶段的语言输入材料。初始阶段，根据职校生的英语基础，选择语境明确、题材接近学生日常生活的材料进行阅读或视听。随着学生认知水平的提高，逐步扩展到经济、文化、社会、科普类材料。在输入语长度方面，对基础薄弱的职校生而言应选择短小精悍的输入材料。因为视听时间短，学习者注意力会高度集中，有利于对输入材料的理解，一旦学生认为自己能够在短时间内完成阅读或视听，他们的自信心会大大增强，语言学习效果会明显改善。如果一开始就呈现很长的材料，学生看（听）完后面忘记前面，不能理解语篇整体意义，便会产生挫败感，不利于语言的学习。
　　2. 引导学生扩大语言输入量。教师在非英语环境中可使用以下方式引导学生扩大目的语输入量：首先，我们应该笃信，教师是语言输入的提供者，应在课堂中尽可能多地用英语组织教学，帮助学生扩大语言输入量。在职业学校这样做，开始时可能比较艰难，一段时间以后，学生就会从不习惯到习惯，进而会与教师的英文授课默契配合；其次，在课堂教学中向学生提供与教学内容密切相关的网络、广播或影视信息。这些信息能够生动、直观地向学习者展示以目的语为母语的人们是在什么样的背景下使用教学内容中的语言知识点。其优点是在强烈吸引学生注意力的同时，积极地促进学生扩充语言输入；再次，教师要结合课堂教学内容帮助学生开展丰富多彩的课外英语活动。例如，当课文主题涉及旅游时，引导学生从图书馆或互联网查找并阅读以景区介绍、游记、历史地理知识为主的英文信息。这些活动可潜移默化地让学生增加词汇量，拓展知识面，最终提升英语学习能力；最后，提供与学生的主修专业方向结合的输入语料，可以增强学生学习动机，激发他们积极主动地吸取新知识。如对财会金融类专业学生补充银行英语语汇等。
　　3. 努力降低学生语言学习的焦虑程度。教师除了努力营造和谐民主的课堂氛围减轻学生焦虑感外，还应注意以下几方面：
　　在课堂教学中，教师要让学生预先感知教学单元的主题内容。例如，教师利用视频或图片向学生介绍课文背景，或由学生熟悉的话题引入本单元话题，激活学生头脑中已有图示，让学生预测输入材料内容，就会在产生好奇心的同时消除焦虑感。此外，教师还应注意在向学生输入语料之前帮助学生排除疑难点。如解释生词、语法难点等，以降低学生阅读或视听过程中的焦虑程度。
　　为减少学生的课堂焦虑感，教师还可采用合作学习的方式。把全班学生分成3～6人的小组，将学习任务分解，让小组内学生互相帮助，充分讨论问题之后发言。学生发言时面对的不是全班学生而是小组成员。在这种情况下，学生心理压力小，焦虑程度必然降低，有利于英语语言学习。
　　在教学工作中，改进传统的考试和计分方式，淡化考试的选拔、评比功能，亦能很好地收到减弱焦虑程度的效果。学生平时学习松松垮垮，一考试必然慌神，焦虑感陡增。我们可以通过加大平时成绩比例的方法，引导学生注重平时的课堂学习。例如，将学生成绩分为三部分：平时成绩占总评成绩50～60%，期中和期末考试成绩各占总评成绩的20～25%。这样，既能更好地调动学生平时学习的积极性，又能大大降低学生因考试而产生的焦虑感。
　　职校生有鲜明的特点，教师越能够做到透彻了解学生的认知水平，充分考虑学生现有英语水平与潜在发展水平之间的差异，向学生提供大量可理解性的语言输入，并能够设法减小情感障碍带来的负面影响，教学效果就越卓有成效。
　　参考文献：
　　[1]Brown，H.D.Principles of Language Learning and Teaching[M].Beijing：Foreign Language Teaching and Research Press，2002.
　　[2]Krashen，Stephen.The Input Hypothesis：Issues and Implications[M].New York： Longman Inc，1985.
[3]郭书彩.外语课堂合作学习中的情感与认知因素[J].国外外语教学，2002，（2）.
The way Krashen's input hypothesis of the occupation school English Teaching

The effect of English teaching is reflected through the learning effect of students, so teachers to master the rules of language learning, in-depth understanding of learner characteristics, do to guide and help students to learn effectively, it is very important. The Chinese have a saying: "ten of nine deaf mute." A language learning cannot do without language input. Vocational school students, everyone can not go abroad to the English language environment to accept the immersion English input, most of the students need to learn English through English teaching activities in the school. So, what to do and what kind of language input materials in order to make English teaching have a definite object in view, significant effectiveness? The input hypothesis Stephen Krashen give us some useful enlightenment.

Language input hypothesis, Krashen

The input hypothesis American linguist Stephen Krashen is one of the most influential theory in the field of second language acquisition. This theory includes five parts, respectively is: the acquisition learning hypothesis (Acquisition-Learning - Hypothesis), natural order hypothesis (the Natural Order Hypothesis), Monitor Hypothesis (the Monitor Hypothesis), input hypothesis (the Input Hypothesis) and the Affective Filter Hypothesis (the Affective Filter Hypothesis). The theory was put forward, would cause extensive discussion of second language teaching field. Among them, the core content of the input hypothesis is: accept the learner's language input must satisfy the following conditions, language acquisition occurs: comprehensible input (Comprehensible Input); ② contains a known language component (I); ③ contains slightly higher than the known language level component (i+1). The so-called "comprehensible input" refers to the learner input by reading or listening to the corpus of Learner English difficulty should be slightly higher than the current level of. In this way, the most easy to encourage learners to language comprehension and acquisition. Krashen will be the learner's current language level is set to I, the learner's next phase of development level is set to i+1, which is slightly higher than the learner's current level of language knowledge. If in the process of teaching to provide learners language input DC i+0, is with the learner's current level, they will feel no freshness, resulting in students' enthusiasm to reduce, the slow progress of the teaching. If the language input is available to students is i+2, beyond the scope of the learner's understanding, make them feel incapable of action on the situation, to lose interest in learning, will appear the same teaching remain stagnant, teaching activities are difficult to carry out. That is to say, teachers need to understand the language learner's cognitive level of the existing, to facilitate the acquisition of the i+1 language knowledge.

Krashen in his book the Input Hypothesis:Issues and Implications that comprehensible input at the same time, also proposed to have sufficient amount of language input. He points out, a lot of comprehensible input is an indispensable condition of second language acquisition. Krashen will also Linguistics Master Chomsky of human language acquisition mechanism (Language Acquisition Device) introduced the theory of second language acquisition. He considered the learners in a sufficient amount of comprehensible input, the human brain has the language acquisition mechanism will automatically acquire related knowledge of language structure.

In the affective filter hypothesis, Krashen pointed out: even though the comprehensible input is essential in language acquisition, but only comprehensible input is not enough, the emotional barrier hinders learners to make full use of comprehensible input. When learners lack of motivation, self-confidence and anxiety, their emotional barrier strong. At this time, learners may read or understand language input, but the input can not reach the learner's language acquisition mechanism. Conversely, when learners are no longer worried about failure, emotional barrier they become weak, it is easy to achieve the best effect of language acquisition. Therefore, in English teaching, should always pay attention to the anxiety level of students, try to reduce the students' anxiety, weaken effect of affective barriers of English learning.

Two, vocational school students present situation

After three years of English learning of junior high school, vocational school students have a certain knowledge of the language. But compared with the high school students, their English is relatively weak, coupled with the high school entrance examination failure, most of the students have an inferiority complex, anxiety. The author not long ago to the school finance, transportation management, logistics management, computer application and other professional questionnaire, classroom anxiety showed: 56.5% of the students had anxiety in class. Reasons caused the most anxious is: be afraid of the teacher, the students for their evaluation is too low; worry about answering the question wrong or not answer, in public; afraid of examinations. Visible, lack of self-confidence, anxiety these emotional obstacle problem is particularly prominent in vocational school students.

Three, countermeasure

To effectively solve the English learning and emotional obstacles facing the current vocational school students, the author thinks that the two hypotheses, Krashen language input hypothesis: the input hypothesis and the affective filter hypothesis has a practical guide for the occupation school English teaching. Based on the above theory, combined with the teaching practice, pay attention to and improve English teaching from the following points:

1 according to the cognitive level of the students choose the input corpus. First of all, teachers should be well aware of the cognitive level of students, and to consider the differences between the students' current level and the level of potential development. Only when the input language for the i+1 level, learners can understand and palm