Implications of Krashen’s Input Hypothesis for Pre-school English Teaching in China毕业论文_英语毕业论文

Implications of Krashen’s Input Hypothesis for Pre-school English Teaching in China毕业论文

2021-04-07更新

摘 要

随着经济全球化的迅速推进,国际社会出现多语言多文化并存的社会发展趋向。与此同时,英语教育的重要性日益凸显,英语教育的启蒙年龄不断下移,幼儿英语学习成为一种时尚。多语言环境下学前儿童的语言发展成为了国际学前教育领域的一个热点话题。本研究以Krashen的输入假说为理论框架,全面分析我国学前儿童的英语教学现状,旨在为多语环境下的学前儿童的英语教育提供相关建议,研究结果可为制定合理的学前语言教育政策提供一定的参考依据。

关键词:学前儿童;输入假说;英语教学

Contents

1. Introduction 5

2. Demonstration 6

2 .1 Literature Review 6

2.1.1 The Input Hypothesis 6

2.1.2 The study of the “input hypothesis” in China 8

2.2 Analysis of current situation of pre-school English teaching in China 9

2.2.1 Lack of environment foreign language acquisition .10

2.2.2 Lack of motivations for foreign language acquisition .11

2.2.3 Lack of qualified and excellent teachers ..11

2.3 Suggestions……………………………………………………………………………………………….12

2.3.1 Advice to Teachers 12

2.3.2Advice to Students…………………………………………………………………………………..14

2.3.3Advice to parents…………………………………………………………………………………….14

3. Conclusion 15

Work Cited…………………………………………………………………………………………………….16

Bibliography…………………………………………………………………………………………………..17

A Study of Pre-school English Teaching from the Perspective of Krashen’s Input Hypothesis

1. Introduction

Following the era of globalization, China has stepped onto the stage of global integration and foreign language skills have been seen a necessary working tool; the international second language teaching reform has arisen three tendencies, including “low-aging”, “linked with education research” and “relevant with other sciences”; early in the 21st century a series of widely-participated international events were staged, such as Beijing 2008 Olympic Games and Shanghai 2010 Expo: under these circumstances, English learning in China got into full swing. On the other hand, the implementation of new education policies played a role of propeller of it. The 2010 National Guideline on Long-term Education Development clearly sketches out the goal that by 2020 one-year pre-school education will have been nationally popularized, two-year pre-school education done in most areas, three-year pre-school education done in developed areas. Under this circumstance, English teaching sprang up in kindergartens and preschools, but it hasn’t achieved a satisfactory result yet. What led to this result? One of the reasons is that a critical shortage of qualified pre-school English teachers has become a bottleneck of pre-school English education, hampering its development. It’s known that many so-called “bilingual” kindergartens just employed those who only had limited English proficiency or even can’t cope with a daily English dialogue. So, it is of great significance to improve preschool English Teaching.

The theories of language acquisition have great impact on the Teaching English as Second Language (TESL). Research indicates that first and second language acquisition have something in common, but there are many differences in the light of learning condition and environment, motivation, language input and so on. In China, English is taught as a foreign language, not the second language. But the theories of language acquisition still have great value on the Teaching English as Foreign Language (TEFL). In spite of the differences between the learning of mother language and that of foreign language, teachers can adopt flexible teaching approaches and methods to exert a positive effect on learning motivation, classroom learning environment and language input. This article tends to have a detailed discussion on the teaching of English to Chinese children within language acquisition theoretical frame to analyze the effective factors from theoretical basis, operating principles to practical ways.

This thesis takes Input Theory as its theoretical basis and connecting it with the present Pre-school English education in China. The author tries to take the theory-practice way to do the research on the important role of the theories of language acquisition in English Language Teaching (ELT) to children, which can deepen teachers and pre-school students’ understanding of teaching and learning strategies, improve the quality of ELT and thus constitute the optimal pattern of ELT to children.

  1. Demonstration

2 .1 Literature Review

2.1.1 The Input Hypothesis

Krashen initiates a new term “comprehensible input” in his Input Hypothesis. The input hypothesis makes the following statement: a necessary (but not sufficient) condition to move from stage i to stage i 1 is that the acquirers understand input that contains i 1,where “understand” means that the acquirer focuses on the meaning and not the form of the messages. This indicates that the development from a learner’s current stage i to the next stage i 1 is achieved through the learner’s comprehending language which contains linguistic items at i 1. He believed firmly that SLA is dependent on the availability of comprehensible input before the learner’s internal information processing mechanism can work. Only when comprehensible input (i 1) is understood can the language be internalized and assimilated by the learners. In addition, the characteristics of optimal input (comprehensibility; interest and relevance; sufficiency; ungrammatically sequenced procedure) exert a great influence on the pedagogic applications, such as the reading activities in the classroom.

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