This paper mainly focus on the literature concerning comprehensible input so as to find the arguments from the researchers,as well as its implication for teaching.
Human beings are wired for stories.Throughout our existence,stories have been an integral part of our meaning making,and informational transportation.Stories are embedded in our biology.We do not just tell stories and...Human beings are wired for stories.Throughout our existence,stories have been an integral part of our meaning making,and informational transportation.Stories are embedded in our biology.We do not just tell stories and hear stories,we experience stories emotionally and cognitively,and we feel stories physically in the body.Stories have been used in every aspect of human life,and have always been part of language teaching as well.Researches have shown that narrative films and readings help to develop empathy,perspective taking,understanding ourselves and others and increase literacy.TPRS is a fun and effective method in teaching foreign languages in a classroom setting.It takes advantage of the power of story in comprehensible input-oriented method.This paper describes what is TPRS and how it works.展开更多
This research aims to investigate the application of Krashen’s Input Hypothesis to junior high school English listening class.120 first year students were chosen and divided into a control group and an experimental g...This research aims to investigate the application of Krashen’s Input Hypothesis to junior high school English listening class.120 first year students were chosen and divided into a control group and an experimental group,each containing 60 students.During the one-semester treatment,the two groups adopt the traditional teaching method and the teaching method integrated with Krashen’s Input Hypothesis respectively.The results showed that by applying Krashen’s Input Hypothesis to junior high school English listening class,students’listening skills can be improved effectively.展开更多
Vygotsky's ZPD and Krashen's i+1 have deeply influenced language learning and teaching, however, studies on theirrelationship are relatively few and most of them suggest that the two are of similarity. With a ...Vygotsky's ZPD and Krashen's i+1 have deeply influenced language learning and teaching, however, studies on theirrelationship are relatively few and most of them suggest that the two are of similarity. With a comparative analysis, this study ex-plores the differences between them from three dimensions: domains, focuses and ways of language acquisition.展开更多
In the ten years since the publication of Krashen’s theory on second language acquisition (SLA), the role of comprehensible input (CI) in the learning/acquiring of a language has received considerable attention (Kras...In the ten years since the publication of Krashen’s theory on second language acquisition (SLA), the role of comprehensible input (CI) in the learning/acquiring of a language has received considerable attention (Krashen, 1982, 1985; Ellis, 1991, 1992; Long, 1983, 1985). As a result of these studies researchers now agree on the following points. Exposure to a language does not lead to acquisition; the personal accounts of so many language learners who have spent many years in a country or who have listened to endless hours of radio and television without being able to understand or speak the language attest to this fact.展开更多
文摘This paper mainly focus on the literature concerning comprehensible input so as to find the arguments from the researchers,as well as its implication for teaching.
文摘Human beings are wired for stories.Throughout our existence,stories have been an integral part of our meaning making,and informational transportation.Stories are embedded in our biology.We do not just tell stories and hear stories,we experience stories emotionally and cognitively,and we feel stories physically in the body.Stories have been used in every aspect of human life,and have always been part of language teaching as well.Researches have shown that narrative films and readings help to develop empathy,perspective taking,understanding ourselves and others and increase literacy.TPRS is a fun and effective method in teaching foreign languages in a classroom setting.It takes advantage of the power of story in comprehensible input-oriented method.This paper describes what is TPRS and how it works.
文摘This research aims to investigate the application of Krashen’s Input Hypothesis to junior high school English listening class.120 first year students were chosen and divided into a control group and an experimental group,each containing 60 students.During the one-semester treatment,the two groups adopt the traditional teaching method and the teaching method integrated with Krashen’s Input Hypothesis respectively.The results showed that by applying Krashen’s Input Hypothesis to junior high school English listening class,students’listening skills can be improved effectively.
文摘Vygotsky's ZPD and Krashen's i+1 have deeply influenced language learning and teaching, however, studies on theirrelationship are relatively few and most of them suggest that the two are of similarity. With a comparative analysis, this study ex-plores the differences between them from three dimensions: domains, focuses and ways of language acquisition.
文摘In the ten years since the publication of Krashen’s theory on second language acquisition (SLA), the role of comprehensible input (CI) in the learning/acquiring of a language has received considerable attention (Krashen, 1982, 1985; Ellis, 1991, 1992; Long, 1983, 1985). As a result of these studies researchers now agree on the following points. Exposure to a language does not lead to acquisition; the personal accounts of so many language learners who have spent many years in a country or who have listened to endless hours of radio and television without being able to understand or speak the language attest to this fact.
