克拉申输入假设理论和大学英语阅读教学中写作能力的培养

Krashen’s Input Hypothesis Theory and the Training of Writing Ability in College English Reading Course

在听、说、读、写四项技能中,写作是学生综合语言技能的体现,是学生在综合吸收所学语言知识的基础上再创造的过程,是体现交际能力的一种重要形式。因此如何提高学生的语言输出能力尤为重要,这不仅是语言学习的终极目的,也是学生以后择业时用人单位的需要。中国高校外语教学长期存在一种重输入、轻输出的不对称现象。为了改变这种现状,本文把克拉申(Krashen)的输入假设理论(theInputHypothesisTheory)引入大学英语阅读教学,阐释语言的大量输入对大学生英语写作能力培养的重要性。

Among the four basic skills of listening, speaking, reading and writing in language learning, writing embodies students’ integrated language skills, which is a recreation process based on the language acquired and assimilated and is an important form demonstrating students’ communicative competence. Therefore, how to elevate students’ language output ability becomes particularly important, which is not only the ultimate goal of language learning, but also the demand of many work units in the present China,because China’s booming trade and expanding cooperation with foreigners both home and abroad requires a large number of university graduates to be proficient in English. At present in Chinese universities there has long been a phenomenon in English class: focusing on input but ignoring output. In order to change this situation, the author of this paper tries to apply Krashen’s Input Hypothesis Theory to college English reading class to illustrate the importance of cultivating students’writing ability through receiving plenty of language input both inside and outside class.