Long的交互假设对高职英语课堂教学的启示

The Enlightenments of Long's Interaction Hypothesis Towards Higher Vocational English Classroom Teaching

作为社会文化论流派中的主要理论,交互假设对于二语习得有其积极影响,特别是Long提出的"交互修正说"肯定了交际双方为了进行顺利沟通而做出交互调整的行为,这些行为包括意义沟通、协商和语言形式上的调整等,这种调整对于信息的可理解性输入和输出都具有深刻的意义。为此,从高职英语课堂教学的视角出发,在分析教与学现状的基础上,阐述了交互假设的基本观点及其对高职英语课堂教学的启示。

As the main theory in social multiculturalism genre, Long＇ s interaction hypothesis has its positive effect for second language acquisition, especially the ＂interactional modification＂, which confirms the interactional adjustment behaviors in both sides for a smooth communication. The adjustment, including negotiations and adjustments in the form of language, and so on, has profound significance to the comprehensible input and output information. Starting from the perspective of English classroom teaching in higher vocational colleges, this paper discusses the basic ideas of interaction hypothesis, and its enlightenments to higher vocational English class- room teaching on the basis of the analysis of the present situation of teaching and learning