语言输入假说下大学英语隐性分层教学研究——一项针对高职非普高生源的教改尝试

Study on the Implicit Stratified-Teaching of College English Based on Language Input Hypothesis:A Teaching Pilot Reform of Non-ordinary High School Students

根据高职非普高生源教学实际情况,在语言输入假说理论指导下,对来自不同专业的22个教改班级约1000名学生进行了隐性分层教学改革尝试,并采用定量与定性相结合的方法,比较聊隐性分层教学对改善教学现状的作用,旨在对高职大学英语教学提供借鉴意义。

According to the situation of English teaching in higher vocational colleges, an implicit stratified English teaching mode has been put forward. Under the guide of the input hypothesis, the implicit stratified English teaching mode has been conducted among 1000 students from 22 different majors by the means of qualitative and quantitative methods to discuss the effect and the implementation of the implicit stratified teaching so as to provide some suggestions for the improvement of the quality of English teaching in the higher vocational colleges.