可理解输入研究及其对外语教学的启迪
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摘要
本文首先回顾了国内外有关克拉申的输入假说的研究现状，并提出作者的看法：不能一味地对某一种二语习得理论持怀疑态度。而应将二语习得的研究视为“艺术”与“科学”的结合。目前最重要的是如何将已被公认的影响广泛的理论用于实践，并使其在实践中不断得以完善。面对我国英语教育费时低效，应试倾向日趋严重的现状，借鉴克拉申的可理解输入理论指导我国的外语教学必将收到良好的效果。
接着作者从宏观和微观上分别阐述可理解输入理论对我国英语教学的启示。从宏观上改善英语的习得环境主要从以下四个方面着手：
(一)制定强有力的外语教育政策和进行全盘语言规划。
(二)提高全民的英语意识，充分利用影视、广播、报刊等大众媒体进行英语教育。
(三)在优秀的中专学校建立一个或多个外语教育实验基地以利于对中国人学习外语的规律进行系统的研究。
(四)加强母语教育，促进外语习得。
而从微观上改善英语的习得环境主要包括下列二方面：
(一)利用游戏、歌曲等形式消除学生学习英语的心理障碍保证其有效地吸收可理解输入。
(二)确保语言输入的趣味性、充足性和对学生的适应性。
最后作者希望上述启示对我国的英语教改能有所帮助。
In this paper, the author has not only reviewed the status of the study on The Input Hypothesis presented by Stephen D. Krashen, but also put forward the author's opinions: we cannot always doggedly play only the "doubting game", a way of seeking truth by seeking error, by assuming an assertion untrue, by making a special effort to extricate oneself from the assertions in question. We need to maintain a sense of perspective in second language acquisition research by seeing both the "art" and the "science" of it. At present, the most important is how we can derive from a so influential theory like the Input Hypothesis of Krashen enlightened approaches to teaching, and improve the theory through the practice. Although English learning and teaching in China is time-consuming with low efficiency and mainly works for examinations, Krashen's theory on comprehensible input is applicable and implicative to foreign language learning and teaching in China, and has certainly opened another door for Chinese to the pursu
it of language competence.
Foreign language learning and teaching in China is conducted in a large country where there is little English-speaking community. The learners' exposure to the language is very limited. Thus it is suggested to enrich the environment with sufficient comprehensible language input for English acquisition on micro-level and macro-level.
In order to improve the environment for English acquisition on micro-level, we may do as the followings:
(a) removing students" psychological block in language learning by full use of games and songs;
(b) making sure that the input provided is interesting, motivating and sufficient by making good use of audio
and visual aids;
As to improve the environment for English acquisition on macro-level, we should focus on the followings:
(a) making stronger foreign language education policies and overall foreign language planning;
(b) raising awareness and interest in English in the society;
(c) setting up experimental bases in well-equipped secondary vocational and technical schools;
(d) good education of the native language can facilitate foreign language acquisition.
The suggestions on how to improve the environment for English acquisition on both macro-level and micro-level, and the methods to facilitate students to enjoy learning English may be at least as reference for teachers of English who wish to improve their work, and may be helpful for the reform of English education in our country.
接着作者从宏观和微观上分别阐述可理解输入理论对我国英语教学的启示。从宏观上改善英语的习得环境主要从以下四个方面着手：
(一)制定强有力的外语教育政策和进行全盘语言规划。
(二)提高全民的英语意识，充分利用影视、广播、报刊等大众媒体进行英语教育。
(三)在优秀的中专学校建立一个或多个外语教育实验基地以利于对中国人学习外语的规律进行系统的研究。
(四)加强母语教育，促进外语习得。
而从微观上改善英语的习得环境主要包括下列二方面：
(一)利用游戏、歌曲等形式消除学生学习英语的心理障碍保证其有效地吸收可理解输入。
(二)确保语言输入的趣味性、充足性和对学生的适应性。
最后作者希望上述启示对我国的英语教改能有所帮助。
In this paper, the author has not only reviewed the status of the study on The Input Hypothesis presented by Stephen D. Krashen, but also put forward the author's opinions: we cannot always doggedly play only the "doubting game", a way of seeking truth by seeking error, by assuming an assertion untrue, by making a special effort to extricate oneself from the assertions in question. We need to maintain a sense of perspective in second language acquisition research by seeing both the "art" and the "science" of it. At present, the most important is how we can derive from a so influential theory like the Input Hypothesis of Krashen enlightened approaches to teaching, and improve the theory through the practice. Although English learning and teaching in China is time-consuming with low efficiency and mainly works for examinations, Krashen's theory on comprehensible input is applicable and implicative to foreign language learning and teaching in China, and has certainly opened another door for Chinese to the pursu
it of language competence.
Foreign language learning and teaching in China is conducted in a large country where there is little English-speaking community. The learners' exposure to the language is very limited. Thus it is suggested to enrich the environment with sufficient comprehensible language input for English acquisition on micro-level and macro-level.
In order to improve the environment for English acquisition on micro-level, we may do as the followings:
(a) removing students" psychological block in language learning by full use of games and songs;
(b) making sure that the input provided is interesting, motivating and sufficient by making good use of audio
and visual aids;
As to improve the environment for English acquisition on macro-level, we should focus on the followings:
(a) making stronger foreign language education policies and overall foreign language planning;
(b) raising awareness and interest in English in the society;
(c) setting up experimental bases in well-equipped secondary vocational and technical schools;
(d) good education of the native language can facilitate foreign language acquisition.
The suggestions on how to improve the environment for English acquisition on both macro-level and micro-level, and the methods to facilitate students to enjoy learning English may be at least as reference for teachers of English who wish to improve their work, and may be helpful for the reform of English education in our country.
引文
1. Brown, H. 1994. Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
2. Campbell K. and Zhao Yong. 'The dilemma of English language instruction in the People's Republic of China'. TESOL Journal, summer. 1993.
3. Cook, V. 1993. Linguistics and Second Language Acquisition. Beijing: Foreign Language Teaching and Research Press.
4. Ellis, R. 1985. Understanding Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
5. Ellis, R. 1994. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
6. Faerch C. and G. Kasper. 1986. 'The role of comprehension in second language acquisition'. Applied Linguistics 7:257-74.
7. Gass, S. 1988. 'Integrating research areas: a framework for second language studies'. Applied Linguistics 9:198-217.
8. Gibbons, J. 1985. 'The silent period: an examination'. Language Learning 35: 225-67.
9. Gregg, K. 1984. 'Krashen's Monitor and Occam's Razor'. Applied Linguistics 5: 79-100.
10. Gregg, K. 1988. 'Epistemology without knowledge: Schwarz on Chomsky, Fodor and Krashen'. Second Language Research 4(1): 66-80.
11. Hye-Yeon Lim. 2003. 'Successful classroom discussions with adult Korean ESL/EFL learners'. The Internet TESL Journal, Vol. Ⅸ, No. 5, May 2003. http://iteslj.org/
12. Johnson, K. and H. Johnson (ed.), 1998, Encyclopedic Dictionary of Applied Linguistics—A Handbook for Language Teaching pp 77 Blackwell Publishers Ltd
13. Krashen, S. 1985. The Input Hypothesis: Issues and Implications. London: Longman.
14. Krashen, S. and T. Terrell. 1983. The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon.
15. Krashen, S., Scarcella, R. and Long, M. (eds.) 1982. Child-Adult Differences in Second Language Acquisition. Rowley, Mass.: Newbury House.
16. Larsen-Freeman, D. and M. Long. 1991. An Introduction to Second Language Acquisition Research. Beijing: Foreign Language Teaching and Research Press.
17. Larsen-Freeman, D. 1983. 'The importance of input in second language acquisition' in Andersen (ed.) 1983c.
18. Liao Xiao-qing. 'How communicative language teaching became acceptable in secondary schools in China'. The Internet TESL Journal, Vol. Ⅵ, No. 10, October 2000. http://iteslj.org/
19. Long, M. 1983. 'Native speaker/non-native speaker conversation in the second language classroom' in Clarke and Handscombe (eds.) 1983.
20. Long, M. 1985. 'Input and second language acquisition theory' in Gass and Madden (eds.) 1985.
21. Lo, R. & Li, H.C. 1998. 'Songs enhance learner involvement'. English Teaching Forum 36:8-11, 21.
22. Maley, A. 'Whatever next? Some recent currents in foreign language teaching'. 《外语教学与研究》 1982.2
23. McLaughlin, B. 1987. Theories of Second Language Learning. London." Edward Arnold
24. Nunan, D. 2001. 'Tradition and change in the ELT curriculum'. 《外语教学与研究》 2001.7
25. Pufahl I., C. Rhodes, and Christian D., Center for Applied
Linguistics. 'Foreign language teaching: what the United States can learn from other countries'. http://www.cal.org/ericcll/countries.html#INTRO
26. Schumann, John H. 1983. 'Art and science in second language acquisition research'. Language Learning 33:49-75
27. Swain, M. 1985. 'Communicative competence: some roles of comprehensible input and comprehensible output in its development' in Gass and Madden (eds.) 1985.
28. Sharwood Smith, M. 1986. 'Comprehension vs. acquisition: two ways of processing input'. Applied Linguistics 7: 239-56
29. White, L.1987. 'Against comprehensible input: the input hypothesis and the development of second language competence'. Applied Linguistics 8: 95-100.
30. Zhou Jie. 1999. 'How can a Chinese teacher of English Succeed in oral English classes?'. The Internet TESL Journal, Vol. Ⅴ, No. 7, July 1999. http://iteslj.org/
31．程恩洪：“输入说浅析”《外国语》1988．6
32．丁国诚：“试谈交际教学中的语言输入”《外语界》1993．4
33．范献龙：“世纪之交的外语教育之一斑”《国外外语教学》 2002．1
34．胡文仲：“语言习得和外语教学一评介Stephen D．Krashen 关于外语教学的原则和设想”《外国语》1984．1
35．胡文仲：“我国外语教育规划的得与失”《外语教学与研究》 2001．7
36．胡壮麟等：“大学英语教学中的习得”《外语教学与研究》1994．4
37．姜宏德：“大面积提高中小学英语教学质量与效益的研究和实验”《课程·教材·教法》2001．7
38．荆增林：“对克拉申输入说的异议”《外语教学与研究》1991．1
39．(英)萨拉·琼斯·麦克左拉，格雷格·怀特：《剑桥商务英语教
程》(Getting Ahead)华夏出版社1994
40．束定芳：“我看外语教学改革”《国外外语教学》2001．1
41．王大伟等：“关于非自然输入促进输出能力的思辨与实验”《外语界》2002．5
42．王立非：《现代外语教学论》上海教育出版社2000
43．吴丁娥：“克雷申和他的第二语言习得理论”《现代外语》1990．3
44．章兼中：“以习得、监控理论为基础的自然教学法”《外语界》1990．1
45．朱治中：“论外语学习过程—I．C．I．—兼评国外外语学习理论”《国外外语教学》1988．2
46．庄恩平、庄恩忠：“语言习得理论与课堂外语教学关系初探”《外语界》1990．2
47．邹为诚：“语言输入的机会和条件”《外语界》2000．1
2. Campbell K. and Zhao Yong. 'The dilemma of English language instruction in the People's Republic of China'. TESOL Journal, summer. 1993.
3. Cook, V. 1993. Linguistics and Second Language Acquisition. Beijing: Foreign Language Teaching and Research Press.
4. Ellis, R. 1985. Understanding Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
5. Ellis, R. 1994. The Study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Education Press.
6. Faerch C. and G. Kasper. 1986. 'The role of comprehension in second language acquisition'. Applied Linguistics 7:257-74.
7. Gass, S. 1988. 'Integrating research areas: a framework for second language studies'. Applied Linguistics 9:198-217.
8. Gibbons, J. 1985. 'The silent period: an examination'. Language Learning 35: 225-67.
9. Gregg, K. 1984. 'Krashen's Monitor and Occam's Razor'. Applied Linguistics 5: 79-100.
10. Gregg, K. 1988. 'Epistemology without knowledge: Schwarz on Chomsky, Fodor and Krashen'. Second Language Research 4(1): 66-80.
11. Hye-Yeon Lim. 2003. 'Successful classroom discussions with adult Korean ESL/EFL learners'. The Internet TESL Journal, Vol. Ⅸ, No. 5, May 2003. http://iteslj.org/
12. Johnson, K. and H. Johnson (ed.), 1998, Encyclopedic Dictionary of Applied Linguistics—A Handbook for Language Teaching pp 77 Blackwell Publishers Ltd
13. Krashen, S. 1985. The Input Hypothesis: Issues and Implications. London: Longman.
14. Krashen, S. and T. Terrell. 1983. The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon.
15. Krashen, S., Scarcella, R. and Long, M. (eds.) 1982. Child-Adult Differences in Second Language Acquisition. Rowley, Mass.: Newbury House.
16. Larsen-Freeman, D. and M. Long. 1991. An Introduction to Second Language Acquisition Research. Beijing: Foreign Language Teaching and Research Press.
17. Larsen-Freeman, D. 1983. 'The importance of input in second language acquisition' in Andersen (ed.) 1983c.
18. Liao Xiao-qing. 'How communicative language teaching became acceptable in secondary schools in China'. The Internet TESL Journal, Vol. Ⅵ, No. 10, October 2000. http://iteslj.org/
19. Long, M. 1983. 'Native speaker/non-native speaker conversation in the second language classroom' in Clarke and Handscombe (eds.) 1983.
20. Long, M. 1985. 'Input and second language acquisition theory' in Gass and Madden (eds.) 1985.
21. Lo, R. & Li, H.C. 1998. 'Songs enhance learner involvement'. English Teaching Forum 36:8-11, 21.
22. Maley, A. 'Whatever next? Some recent currents in foreign language teaching'. 《外语教学与研究》 1982.2
23. McLaughlin, B. 1987. Theories of Second Language Learning. London." Edward Arnold
24. Nunan, D. 2001. 'Tradition and change in the ELT curriculum'. 《外语教学与研究》 2001.7
25. Pufahl I., C. Rhodes, and Christian D., Center for Applied
Linguistics. 'Foreign language teaching: what the United States can learn from other countries'. http://www.cal.org/ericcll/countries.html#INTRO
26. Schumann, John H. 1983. 'Art and science in second language acquisition research'. Language Learning 33:49-75
27. Swain, M. 1985. 'Communicative competence: some roles of comprehensible input and comprehensible output in its development' in Gass and Madden (eds.) 1985.
28. Sharwood Smith, M. 1986. 'Comprehension vs. acquisition: two ways of processing input'. Applied Linguistics 7: 239-56
29. White, L.1987. 'Against comprehensible input: the input hypothesis and the development of second language competence'. Applied Linguistics 8: 95-100.
30. Zhou Jie. 1999. 'How can a Chinese teacher of English Succeed in oral English classes?'. The Internet TESL Journal, Vol. Ⅴ, No. 7, July 1999. http://iteslj.org/
31．程恩洪：“输入说浅析”《外国语》1988．6
32．丁国诚：“试谈交际教学中的语言输入”《外语界》1993．4
33．范献龙：“世纪之交的外语教育之一斑”《国外外语教学》 2002．1
34．胡文仲：“语言习得和外语教学一评介Stephen D．Krashen 关于外语教学的原则和设想”《外国语》1984．1
35．胡文仲：“我国外语教育规划的得与失”《外语教学与研究》 2001．7
36．胡壮麟等：“大学英语教学中的习得”《外语教学与研究》1994．4
37．姜宏德：“大面积提高中小学英语教学质量与效益的研究和实验”《课程·教材·教法》2001．7
38．荆增林：“对克拉申输入说的异议”《外语教学与研究》1991．1
39．(英)萨拉·琼斯·麦克左拉，格雷格·怀特：《剑桥商务英语教
程》(Getting Ahead)华夏出版社1994
40．束定芳：“我看外语教学改革”《国外外语教学》2001．1
41．王大伟等：“关于非自然输入促进输出能力的思辨与实验”《外语界》2002．5
42．王立非：《现代外语教学论》上海教育出版社2000
43．吴丁娥：“克雷申和他的第二语言习得理论”《现代外语》1990．3
44．章兼中：“以习得、监控理论为基础的自然教学法”《外语界》1990．1
45．朱治中：“论外语学习过程—I．C．I．—兼评国外外语学习理论”《国外外语教学》1988．2
46．庄恩平、庄恩忠：“语言习得理论与课堂外语教学关系初探”《外语界》1990．2
47．邹为诚：“语言输入的机会和条件”《外语界》2000．1
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