input hypothesis克拉申输入假说
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The Input Hypothesis is the central part of this overall system.
4
The Input Hypothesis is the most important one of Krashen's theory of second language acquisition.The input hypothesis attempts to explain how learners acquire a second language.
5
The theory of the Input Hypothesis
6
Wwk.baidu.comys of getting input???
How do we move from stage i,where i response current competence,to i+1,the next
level in second language
Input Hypothesis
徐静 1
Brief introduction
Definition
The theory of the Input Hypothesis
characteristics Advantages and disadvantages
Implication of the Input Hypothesis for English classroom teaching
8
Four points
I
The Input Hypothesis relates to acquisition,not learning.
III
When the input is understood and there is enough of it,i+1 will
2
Brief Introduction
3
Brief Introduction
Stephen Krashen is an expert in the field of linguistics,specializing in theories of language
acquisition and development. Much of his research has involved the study of non-English and bilingual language acquisition.
有水平，即i+0(too simple,no challenge)。最佳的语言输入只有稍高于i，即 i+1(most appropriate)，才会被学习者所接受，也才会收到理想的效果。只有当 习得者接触到“可理解的语言输入”（ comprehensive input ）， 即略高于他现 有语言技能水平的第二语言输入，而他又能把注意力集中于对意义或对信息的 理解而不是对形式的理解时，就会自动产生习得。
acquisition?
The Input Hypothesis
7
• The Input Hypothesis makes the following claim:a necessary (but not
sufficient)condition to move from stage i to stage i+1is that acquirers understanding •Tse“criaohtermueaimlca假过lnaayduupbntepyrt如学irpeagouroe”esrnum,tnho目习trniatseendamthg,cngtuc前者aleioeseocctbintvbtnab语现hciuieeltolozolatlesynin言有(ditnni.nits+ibongain学的an1iytptnrg)tutheush习水h,taamne,eittna+hd者平esnfidee1moesdrrw,的，screwspmanotfhrgaohno能即oeenotedrvnsedrffi力ele+rittttamonhhhh2“n用mgeaueoe或gytnnscumifesdt表oaiaot+eeccmtugrhsr3oq示cdesspa(mui,etatntbrai，nogeergusntoehesustd那a.epedAfairnnnrnpiledo么csflgolaoficmy”liubcwolc语oglmy“urescrhdsulwer言oitt,iepantu)mnahc,nppd输g也ntepslueityyntrnt入t不oetightgonthshategp(可ehhtatitrnionetcaosts低apohcidpishrumqebur.y于Ttsuolca)meplidh的tbiro或igiuueeiontlhscnr水hnipes接tetie.lyucyfms平wato近it”tbsoechi既,ievtupe学nshyesnepo不loo习eooadtnphannws能Kdkled者etdyrathf远aohrnl的easeuexnhrq远ieei现roeunentit超tryl,fy1eo9rc8e5
Krashen’s well-accepted theory of second acquisition has had a large impact on all areas of language research and teaching since the 1980s.
His theory of second language acquisition consists of five main hypothesis:the Acquisition-learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.
4
The Input Hypothesis is the most important one of Krashen's theory of second language acquisition.The input hypothesis attempts to explain how learners acquire a second language.
5
The theory of the Input Hypothesis
6
Wwk.baidu.comys of getting input???
How do we move from stage i,where i response current competence,to i+1,the next
level in second language
Input Hypothesis
徐静 1
Brief introduction
Definition
The theory of the Input Hypothesis
characteristics Advantages and disadvantages
Implication of the Input Hypothesis for English classroom teaching
8
Four points
I
The Input Hypothesis relates to acquisition,not learning.
III
When the input is understood and there is enough of it,i+1 will
2
Brief Introduction
3
Brief Introduction
Stephen Krashen is an expert in the field of linguistics,specializing in theories of language
acquisition and development. Much of his research has involved the study of non-English and bilingual language acquisition.
有水平，即i+0(too simple,no challenge)。最佳的语言输入只有稍高于i，即 i+1(most appropriate)，才会被学习者所接受，也才会收到理想的效果。只有当 习得者接触到“可理解的语言输入”（ comprehensive input ）， 即略高于他现 有语言技能水平的第二语言输入，而他又能把注意力集中于对意义或对信息的 理解而不是对形式的理解时，就会自动产生习得。
acquisition?
The Input Hypothesis
7
• The Input Hypothesis makes the following claim:a necessary (but not
sufficient)condition to move from stage i to stage i+1is that acquirers understanding •Tse“criaohtermueaimlca假过lnaayduupbntepyrt如学irpeagouroe”esrnum,tnho目习trniatseendamthg,cngtuc前者aleioeseocctbintvbtnab语现hciuieeltolozolatlesynin言有(ditnni.nits+ibongain学的an1iytptnrg)tutheush习水h,taamne,eittna+hd者平esnfidee1moesdrrw,的，screwspmanotfhrgaohno能即oeenotedrvnsedrffi力ele+rittttamonhhhh2“n用mgeaueoe或gytnnscumifesdt表oaiaot+eeccmtugrhsr3oq示cdesspa(mui,etatntbrai，nogeergusntoehesustd那a.epedAfairnnnrnpiledo么csflgolaoficmy”liubcwolc语oglmy“urescrhdsulwer言oitt,iepantu)mnahc,nppd输g也ntepslueityyntrnt入t不oetightgonthshategp(可ehhtatitrnionetcaosts低apohcidpishrumqebur.y于Ttsuolca)meplidh的tbiro或igiuueeiontlhscnr水hnipes接tetie.lyucyfms平wato近it”tbsoechi既,ievtupe学nshyesnepo不loo习eooadtnphannws能Kdkled者etdyrathf远aohrnl的easeuexnhrq远ieei现roeunentit超tryl,fy1eo9rc8e5
Krashen’s well-accepted theory of second acquisition has had a large impact on all areas of language research and teaching since the 1980s.
His theory of second language acquisition consists of five main hypothesis:the Acquisition-learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.