毕业论文-基于语言输入假说的高中英语听力教学--以湘潭市一中为例.docx

湖 南 科 技 大 学毕 业 设 计（ 论 文 ）题目基于语言输入假说的高中英语听力教学以湘潭市一中为例作者学院外国语学院专业英语专业学号指导教师二一五 年 六 月 日the teaching of english listening in senior high school based on the input hypothesistake the no.1 middle school of xiangtan as an example a thesis submitted to school of foreign studieshunan university of science and technologyin partial fulfillment of the requirements forthe degree of bachelor of artsbyzhanghuanunder the supervision oflecturer hu jin-meimay,2015湖 南 科 技 大 学毕业设计（论文）任务书 外国语 学院 英语 系系主任: （签名） 年 月 日学生姓名: 张欢 学号: 1112010211 专业: 英语专业 1 设计（论文）题目及专题：基于语言输入假说的高中英语听力教学以湘潭市一中为例 2 学生设计（论文）时间：自 2014 年 12 月 12 日开始至 2015 年 6 月 20 日止3 设计（论文）所用资源和参考资料：1 krashen, s.d. principle and practice in second language acquisitionm. oxford: pergamon press, 1982:9- 78.2 ma,yonggang. study on application of krasahens input hypothsis to english listening classd. liao ning:liao ning normal university.2009. 3 zhong,weixuan. on improving students self-efficacy in english listening teaching j. english square (academic research).2012,(1):108 - 110.4 项新宇. 改进英语听力教学提高英语教学质量j.承德民族师专学报.1993，（s1）: 52 54.5 颜晓梅. 浅谈新课标高中英语听力教学j. 中小学英语教学与研究.2008，（7）：31 - 33.4 设计（论文）应完成的主要内容：听力是语言输入的途径之一，也是语言学习的一种技能。在高中的英语学习中，听力教学尤为重要。本论文拟对高中听力教学现状进行分析，在对湘潭市第一中学英语课的观察与参与，发现三个明显的问题。借鉴并运用克拉申的输入假说提出相应的解决方法。旨在为高中听力教学提出参考。5 提交设计（论文）形式（设计说明与图纸或论文等）及要求：1）要求学生认真、独立完成毕业论文的写作 2）要求按照学校规定的论文格式撰写论文 3）要求及时同指导老师进行沟通，按步骤完成论文的写作和答辩工作。 6 发题时间： 2015 年 12 月 30 日指导教师： （签名）学 生： （签名）湖 南 科 技 大 学毕业设计（论文）指导人评语主要对学生毕业设计（论文）的工作态度，研究内容与方法，工作量，文献应用，创新性，实用性，科学性，文本（图纸）规范程度，存在的不足等进行综合评价 指导人： （签名）年 月 日 指导人评定成绩： 湖 南 科 技 大 学毕业设计（论文）评阅人评语主要对学生毕业设计（论文）的文本格式、图纸规范程度，工作量，研究内容与方法，实用性与科学性，结论和存在的不足等进行综合评价 评阅人： （签名）年 月 日 评阅人评定成绩： 湖 南 科 技 大 学毕业设计（论文）答辩记录日期： 学生： 学号： 班级： 题目： 提交毕业设计（论文）答辩委员会下列材料：1 设计（论文）说明书共页2 设计（论文）图 纸共页3 指导人、评阅人评语共页毕业设计（论文）答辩委员会评语：主要对学生毕业设计（论文）的研究思路，设计（论文）质量，文本图纸规范程度和对设计（论文）的介绍，回答问题情况等进行综合评价答辩委员会主任： （签名）委员： （签名）（签名）（签名）（签名） 答辩成绩： 总评成绩： （等级） abstractlistening and reading are considered to be two essential ways of input in the second language acquisition. students are supposed to acquire the listening skill and reading skill when learning english. and students should achieve certain level of listening skills according to the new english curriculum for chinese senior middle schools. in the senior high school, english listening teaching is particularly important. because good listening ability is the precondition of communication and foundation of improving the english competence comprehensively. this thesis will analyze the present situation of teaching english listening in senior high school, taking the no.1 middle school of xiangtan as an example, as well as its problems. and we will introduce stephen krashens input hypothesis to deal with the problems and provide solutions to improving the teaching of english listening in senior high school in a scientific way. key words: english listening teaching in senior high school; input hypothesis；comprehensible input.- i - 摘 要听力和阅读是第二语言习得中两个主要的输入途径。听力能力和阅读能力是学生们在英语学习中必须掌握的两种能力。根据高中英语新课程标准，学生要求达到一定的听力水平。在高中的英语学习中，听力教学尤为重要，因为学好听力是学会交流的前提条件,也是全面学习英语的基础。本文将以湘潭市第一中学为例，通过对高中英语听力教学近况及其存在的问题进行分析，运用克拉申提出的语言输入假说对所涉及的问题进行探讨，从而提出改善高中英语听力教学的有效途径。关键词: 高中英语听力教学；输入假说；可理解性输入 -ii-湖南科技大学本科生毕业设计（论文）contentabstract .i摘 要. iiintroduction .1i.theoretical basis of this thesis.2 1.1a brief introduction to krashens input hypothesis.21.2the practical significance of the theory.4 ii.the current situation of english listening teaching in no.1 middle school of xiangtan.5 2.1inadequate listening practice.5 2.2monotonous ways of listening teaching .5 2.3difficult and boring listening material.6iii.solutions to improving english listening teaching based on input hypothesis.8 3.1 providing adequate comprehensible listening material.83.1.1 choosing relevant and interesting material.93.1.2 offering sufficient listening practice.93.1.3 explaining listening process.103.2increasing cultural teaching.11 3.3enriching ways of input.12conclusion .12bibliography.12(appendix).13introductionas is known to all, listening, reading, writing, and speaking are four basic skills in language learning. and among these four skills, listening and reading work as two essential ways to input language. listening, particularly, plays an important role in interaction and communication and can be regarded as the precondition and foundation of other language activities. with the development of globalization and internationalization in china, people attach great importance to improving communicative ability, especially speaking and listening ability. according the new english curriculum for chinese senior middle schools, english listening is one of the skills which students should obtain and improve after 3 years learning. and in the college entrance examination, listening practice possesses 30 marks out of 150.the practical situation, the new curriculum and the cce all prove that english listening is important and necessary. it is high time that the teaching of english listening in senior high school be improved and reformed.there are many previous studies on the teaching of english listening based on different theories such as: the schema theory, the interactive theory, constructivism, discourse analysis theory and meta-discourse theory, and so on. each theory provides an angle to analyze the teaching of english listening, and finds out plenty of problems in the process of the teaching. through applying these theories, a large amount of solutions to improving the english listening are brought out. one of the prevailing theories in latest decades of the second language acquisition is stephen krashens input hypothesis. it is well applied in many theses to evaluate the english listening teaching in primary school and advanced education. but less research has been done on the listening teaching in the senior high school. this thesis will attempt to find some good ways to improving the teaching of english listening in the senior high school under the guidance of the krashens input hypothesis.the thesis consists of three chapters.after the introduction, chapter one gives a brief introduction to input hypothesis, which lays a theoretical foundation for the following chapters. chapter two is a detailed analysis of the present situation of the teaching of english listening in senior high school, taking no.1 middle school of xiangtan as an example. chapter three puts forward some solutions to the problems based on the hypothesis. then it comes to the last part, conclusion.i theoretical basis of this thesislistening and reading are two indispensable ways of language input. listening cannot be ignored not only because it is helpful to learn english in a more efficient way but also accounts for its inseparable relation to reading and other language activities in terms of the second language acquisition. the input hypothesis, therefore, provides us a fresh perspective to analyze the english listening teaching, and presents some ways to improve the english learning with the optimal input. besides, other four hypotheses are also of significance to solve the problems of the english listening teaching. 1.1 a brief introduction to krashen s input hypothesisstephen krashen is one of the most influential linguists and educator in 20th century who has published more than 350 papers and books, contributing a lot to the fields of second language acquisition, bilingual education, and reading. krashen puts forward five hypotheses: the acquisition-learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis, which give answers to questions of the second language acquisition with equal importance and inseparable relation with one another. the acquisition-learning hypothesis, also called the acquisition-learning distinction, is the most fundamental of all the hypotheses. it presents that language acquisition and language learning are two distinct and independent ways of developing competence in a second language. language acquisition refers to a process which is much similar to the way children develop ability in their first language. this process is a subconscious one because the acquirers are not usually aware of the fact that they are acquiring language. and the result is also unaware for the language competence acquiring subconsciously. acquirers are not quite clear about what they acquired but they are only aware of the fact that they are using the language for communication. the other way to develop competence in a second language is by language learning. “learning refers to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them.”(krashen 1982:10) it states that adults have two ways at the same time, achieving language competence consciously and subconsciously. as for the students, whose ages are from 14-18, are near to the period of adults. therefore, the acquisition and learning could appear simultaneously in the english learning of senior high school. (learning here does not refer to a distinct way from acquisition. it is used as a cover term of these two ways.) while the natural order hypothesis states that “the acquisition of grammatical structures proceeds in a predictable order.” (krashen 1982:12) the third hypothesis, the monitor hypothesis posits that “acquisition and learning are used in very specific ways. normally, acquisition initiates our utterances in a second language and is responsible for our fluency. learning has only one function, and that is as a monitor, or editor. learning comes into play only to make changes in the form of our utterance, after it has been produced by the acquired system. this can happen before we speak or write, or after (self-correction).” （krashen 1982:15）and the last one hypothesis is the affective filter hypothesis which states “how affective factors relate to the second language acquisition process.”(krashen 1982:30) this hypothesis is well applied in the teaching of the second language in the recent years.among these, the input hypothesis is the core and a relatively new one, which has an instructive significance to the second language acquisition, i.e. acquiring english in china. the input hypothesis, was first published in 1977, which is one of five hypotheses of second language acquisition at first, but over time the term has come to refer to the five hypotheses as a group. it can conclude as follows. first, it is all about acquisition, not learning. therefore, when it comes to the students in senior high school, the input hypothesis can be applicable as we have mentioned in the previous part. second, only when the input is a little beyond our current level of competence can we understand the language. that is always done with the help of context or extra-linguistic information. and this input is described as “i+1” structure. the “i” refers to what we have already obtained in the second language, and “1”here is said to be which we dont know, and which we can acquire with the help of analyzing the content or situation. third, “i + 1” can be provided automatically when communication is successful, and when the input is understood and there is enough of it. that is to say, we dont have to put the “i+1”in a language intentionally, it is inside the successful and sufficient communications.together with the input hypothesis, krashen also puts forward an optimal level which can be achieved when the input meets four requirements: first, the optimal input should be comprehensible，which is clearly the most important input characteristic. if the acquirer does not understand the message, it will become noise, which is of no help to the acquisition; second, optimal input is interesting and relevant. it means that the acquirers need to focus on the message and not on the form. it can be said that the best input is one can be so interesting and relevant that the acquirer may not realize that the message is encoded in a foreign language. third, optimal input is not grammatically sequenced. in acquisition-oriented materials, we should not be consciously concerned about including “i + 1” in the input. it claims that when input is comprehensible, when meaning is successfully negotiated, “i + 1” will be present automatically. fourth, the optimal input must be in sufficient quantity. that doesnt mean that the input should be the more the better, it means that with more comprehensible input which will provide the “i+1” structure automatically over and over again the input will be in sufficient quantity.1.2 the practical significance of the theorythe input hypothesis is of great significance to language learning, including both second language learning and foreign language learning. english learning in china is kind of foreign language learning. teaching english in china is to teach foreign language. the input hypothesis not only explains why listening is so important to the foreign language learning, but also provides four ways to improve the input with four characteristics of the optimal input. in the traditional english class, teachers play a dominant role. they focus on how to teach but not how to learn. but with the reform of the curriculum of the senior high school, how to learn english comes to the first thing to be considered. and more and more linguists and educators attach great importance to what to learn. rod ellis believes that “it is self-evident that second language acquisition can only take place when the learner has access to input in the second language” (1985). some also hold that listening as input is needed first in the process of language learning (haley & austin 2013). however, it is the input hypothesis that at the first time endowed input with the theoretical significance in the second language acquisition and made it a hypothesis. krashen holds that receiving the comprehensible input is the only way to acquire the second language. therefore, as the most learned foreign language in china, english has a close relationship to input hypothesis. english has to be reformed to be input centered according to the input hypothesis.the input hypothesis not only emphasizes the significance of input, but also explains what to input. krashen puts forward the “i+1” structure that means the input should contain the content which is comprehensible but a little beyond the students level. that is to say, in the english teaching, the reading and listening materials should follow the “i+1” theory. krashen also brings out four characteristics of the optimal input, providing various ways to improving the english. as long as the characteristics are met, the optimal listening and reading input can promote the english learning comprehensively and efficiently. ii current situation of english listening teaching in no.1 middle school of xiangtanin every english text book, listening practice is never abandoned. it is a necessary and needed part serving as an entrance to a new language or new knowledge. if we have to admit that the design of listening practice in text book is relatively logical, but when it comes to reality, listening is treated inequitably. listening is always used as an assistance to preview the vocabulary and a check to see how much we have obtained of the new unit. a class only designed for listening does not exist. in the college entrance examination, the listening takes only 30 marks yet the rest 120 marks are r