应用克拉申二语习得理论进行高中英语阅读教学毕业论文【整理版】.doc

应用克拉申二语习得理论进行高中英语阅读教学毕业论文Contents摘要错误!未定义书签。ABSTRACT错误!未定义书签。ContentsIIntroduction11. Overview of Krashens SLA Theory21.1Acquisition and Learning Hypothesis21.2 Natural Order Hypothesis31.3 Monitor Hypothesis31.4 Input Hypothesis41.5Affective-Filter Hypothesis42. Current Situation and Main Problems of English Reading Teaching in Senior High School52.1 Students Current Situation and Main Problems52.1.1 Unfamiliar to Vocabulary and Grammar52.1.2 Lack of Background Knowledge62.1.3Lack of Motivation62.1.4 Poor Reading Habits62.2 Teachers Current Situation and Main Problems62.2.1Outdated Teaching Concept and Single Teaching Mode62.2.2 Lack of Reading Strategy and Skills Direction72.2.3Neglection of Students Reading Interest72.3 Relationship between Teachers and Students82.3.1 Lack of Interaction between Teachers and Students82.3.2Lack of Student-center93.Application of Krashens SLA Theory to English Reading Teaching in Senior High School93.1Construction of SLA Environment93.1.1Changing the Traditional Teaching Concept93.1.2 Creating Natural Communicative Environment103.1.3 Carrying out a Variety of Class Activities113.2Combination of Acquisition and Learning123.2.1 Intensive Reading and Learning123.2.2Extensive Reading and Acquisition133.2.3 Combination of Intensive and Extensive Reading143.3Attention to Quantity and Quality of Input153.3.1 Using “i+1” Model to Comprehensible Input153.3.2 Providing Enough Quantity of the Best Language Input163.3.3 Improving Culture Input and Language Comprehension173.4Attention to Emotional Factors to Stimulate the Motivation of Students193.4.1 Selecting Appropriate Reading Materials193.4.2 Selecting Appropriate Teaching Methods193.4.3 Enhancing Students Self-confidence and Reducing Anxiety20Conclusion22Bibliography23AcknowledgementsIIIntroductionAlong with China and foreign economic and technological exchange, the increasingly frequent English in peoples daily life also becomes very important. Reading teaching is the important content of high school English teaching and occupied a very important position. Although the reading education has received the schools, the teachers and the students great attention, but looking from the practice effect, is not ideal. The significance of this research aimed at, high school English reading process, using Krashens second language acquisition theory to guide and explore the process of foreign language teaching, which has the important meaning to improve the high school English reading teaching methods, improve English reading teaching quality. The purpose of the research is based on present situation of high school English reading teaching, analysis of the existing problems in teaching. Application Kkrashens second language acquisition theory on high school English reading teaching, and then solves some problems in teaching, optimize the teaching mode. Our country English teaching may profit from the reasonable factor of Krashens second language acquisition theory, with communication as the core of Krashens second language acquisition theory in English teaching practice for opened the new perspective, also complete curriculum implicate the ministry of education for English learning requirements.1. Overview of Krashens SLA TheoryKrashens SLA theory is a comprehensive one, consisting of five inter-related central hypotheses: the acquisition-learning hypothesis, the natural order hypothesis, the monitor hypothesis, the input hypothesis and the affective-filter hypothesis, with input hypothesis as the core.1.1Acquisition and Learning HypothesisKrashen assumed that second language learners have two independent ways of developing the knowledge of a second language acquisition and learning. Both are technical terms in the Monitor Theory. The first way is language acquisition ,a process similar ,if not identical to the way children develop ability in their first language .Language acquisition is a subconscious process ;language acquirers are not usually aware of the fact that they are acquiring language ,but are only aware of the fact that they are using the language for communication.The result of language acquisition ,acquired competence ,is also subconscious .We are generally not consciously aware the rules of the language we have acquired. Instead, we have a “feel” for correctness .Grammar sentences “sound ”right or “feel” right, and errors feel wrong, even if we do not consciously know what rule was violated. Other ways of describing acquisition include implicit learning ,informal earning, and natural learning .In non-technical language, acquisition is “picking up”language. The second way to develop competence in a second language is by language learning .We will use the term “learning” hence forth to refer to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. In non-technical terms, learning is “knowing about ”a language ,known to most people as “grammar” or “rules.” Some synonyms include formal knowledge of a language or explicit learning . Krashen believes that the knowledge learned through learning cannot be internalized as knowledge of acquisition .The acquired system is used to produce language .The acquisition system generates utterances because in producing language learners focus on meaning ,not on form .The learned system serves as an inspector of the acquired system. It checks to ensure the correctness of the utterance against the knowledge in the learned system.1.2 Natural Order HypothesisAccording to Krashen ,it is Corder who first proposed this hypothesis in1967.This hypothesis states that there exits a predictive order for people to acquire the rules of language .Simply to say ,acquirers of a given language acquire certain grammatical structures or some rules earlier and some later The order is the same regardless of instruction .The natural order was determined by a synthesis of the results of the morpheme order Studies and is a result of the acquired system without interference from the learned system. 1.3 Monitor Hypothesis This hypothesis concerns how acquisition and learning are used in second language performance .Krashen holds that our acquired competence guarantees us to have the ability to produce utterances in another language .The learned system has a special functionserve as a Monitor. It can help us correct or change the output of the acquired system before we speak or write. Learners who use their acquired knowledge to say “He is going” can check against their learnt knowledge whether “he” is the appropriate pronoun whether the present continuous is the appropriate tense ,whether “is” should agree with “he” ,and so on .However ,the Monitor cannot be used at all the times. The real application of Monitor needs three conditions: 1) Time: Learners need sufficient time to think about and use the rules available to them effectively in their learned system. For most second language learners, normal conversation does not allow enough time to think about and use rules. 2) Focus on form: Although time is not enough, one must also focus on form or think about correctness when he uses the learned knowledge Even when we have time, we may be so involved in what we are saying that we do not attend to how we are saying it. 3) Rule knowledge: In order to use the rules, the learner has to know them .That is to say, one has to have an appropriate learned system in order to apply it.1.4 Input HypothesisThe Input Hypothesis is central to Krashens SLA theories. First, attempts to explain how we do acquire language. Krashen gives us “Humans acquire language in only one wayby understanding messages or by receiving “comprehensible input”.That is to say, language acquisition depends on trying to comprehend what other people are saying .The learner should focus on meaning ,but not on form .If a learner hears a meaningful speech and makes efforts to understand it ,acquisition will occur . If a learner concentrates on the forms of language ,then acquisition will fail .Second, it also attempts to explain how a learner progresses in acquisition Krashen provides us with a model like this: “We progress along the natural order by understanding input that contains structures at our next stagestructures that are a bit beyond our current level of competence.” Suppose the current level is “i” ,the next stage should be“i+1”(stage able beyond the current level).Learners can understand language containing un acquired grammar with the help of context, including extra-linguistic information, knowledge of the world ,and previously acquired linguistic competence .1.5Affective-Filter Hypothesis“Affective filter” is a mental block that prevents acquirers from fully utilizing the comprehensible input they receive for language acquisition. That is to say, in order to accomplish the task of acquisition ,comprehensible input is only a necessary condition ,but it alone is not sufficient ,the acquirer needs to be “open” to the input .People should not put the acquirer “on the defensive” ,because when the affective filter is up, the acquirer may understand what he hears or reads, but the input will not reach the language acquisition device. This occurs when the acquirer is unmotivated, lacks self-confidence or feels anxious .The effective way to lower the affective filter is either to make him care nothing about the failure in language acquisition or to consider himself to be a potential member of the group using the target language. The above are the five famous hypotheses in the field of SLA. Krashen stated: We can summarize the five hypotheses with a single claim :people acquire a second language only if they obtain comprehensible input and if their affective filters are low enough to allow the input in .When the filter is “down” and appropriate comprehensible input is presented ,acquisition is inevitable.2. Current Situation and Main Problems of English Reading Teaching in Senior High School2.1 Students Current Situation and Main Problems2.1.1 Unfamiliar to Vocabulary and GrammarVocabulary is the key to the reading. The main problem of reading is the vocabulary and its significance. The small vocabulary cannot expand the reading quantity, narrow to lexical meanings understanding, so it will have difficulty to comprehend authors true meaning. Therefore, vocabulary has the important influence to raise the reading speed and the understanding degree. Vocabulary is the basic knowledge of English language, even the basic knowledge and premise of English reading. Students biggest obstacle is so many new words that make reading difficult. When students do reading exercises, if they met too many new words will lose their reading interest and confidence. Visible vocabulary shortage in reading is the main problem. Many students will anxiously when they meet the new word, even worry about that they could not understand the entire chapter article. In daily reading process, the student will always meet some special sentence type and the quite complex sentences .This kind of sentences show that the sentence is long, the subordinate clauses are many and the sentence type is special .When students meet long sentences, they do not clear sentence structure, and cannot understand the sentence means. Encounter compound sentence, it is hard to understand the meaning and it is easy to cause error. Each kind of syntax phenomena and abbreviation sentence has the, tremendous influence for understanding the sentences. This indicated that the complex sentence type has the varying degree influence to students reading .For this, the true reason is the student cannot grasp the grammar knowledge, cannot make the correct analysis to the whole sentence firm, thus it affects students to hold the whole sentence meaning.2.1.2 Lack of Background KnowledgeInvestigation, the author known that many students mastered a large vocabulary and a complete set of grammar knowledge, but there also will be many difficulties in reading comprehension and linguistic expressions .The immediate reason cause these questions is the students lack of the west cultural background. There are a lot of differences of languages, national, cultural tradition and thinking mode that lead to language communication barrier. This also brings barrier in reading.2.1.3Lack of MotivationInterest is the best teacher of study. For high school students, reading is one of the most important skills, but students didnt spend enough time in reading. Survey found only about 13 percent of the students did reading at ordinary time longer than 30 minutes .In some degree it show that students lack of interest in learning English .Some students think reading class atmosphere is drab and depressing, reading topics are single, therefore the reading text is not interesting. Some students even is just the observer role in reading class, they do not wish to attend to the interaction between the reading class .They regard reading in class as the duty and the burden, and do not think it is the origin of rich knowledge and interest cultivation.2.1.4 Poor Reading HabitsSurvey found that most students have many bad reading habits ,as slow reading ,finger reading, reading aloud, heart reading, reread and abuse the dictionary and. Some students even regard the bad reading habits as good ones. Moreover a part of student has the being opportunistic bad usual practice in English studys process, their hope depends on “hits attacks, holds the Buddha foot at the last minute” to improve English scores, have never realized English study is a long-term accumulation process. These problems are worth our attention and thoughtful.2.2 Teachers Current Situation and Main Problems2.2.1Outdated Teaching Concept and Single Teaching ModeAccording to the survey，many teachers influenced by the narrow exam-oriented education, who still follow the traditional translation teaching method for teaching .This approach had long occupied in English class, which emphasized on the teachers leading role ,but students are just passive knowledge receiver and active study participants .Teachers use a bottom-up way of understanding, and students understand the text as long as follow the step-by-word way ,which can understand its meaning. Therefore, teachers pay attention to explain the vocabulary, grammar and sentence patterns of the text, and they ignore to give students the training of discourse understanding, appreciation and reading skills. As a result, students reading level increased even slowly. It probably makes the students lost the interest in the class and even reduces their reading learning initiative.2.2.2 Lack of Reading Strategy and Skills Direction The survey result in teaching practice showed that majority English teachers neglect the explanation and the instruction of the reading strategy and skills in their teaching progress. Investigate its roots that because most teachers influenced by traditional translation teaching and fettered by the teacher as the central educational model .Teachers take the text as the carrier of the knowledge, and carry on the analysis through some language phenomenon .Then for example, through a lot of boring practice without situation to consolidate the language goal. Furthermore, some quality of teachers themselves are not high, they lack of reading strategies and techniques related theory of master, and they cannot according different reading materials and purposes to give the student the specific instructions naturally. It show that correctly use reading strategies and skills is a necessary way to improve ones reading ability and effective. The reasons led to many students poor reading strategies and skills, thus when they face some unfamiliar reading subject always not have enough ability.2.2.3Neglection of Students Reading InterestSome teachers think even spend a lot of time on extensive reading though inside and outside class, the result of the examination is not sure to be improved immediately. So in order to make students understanding books, the teachers always hold a few textbooks for intensive cultivation”. Teachers put a lot of time in repetition and boring practice of the book knowledge. Students were delineated in large amounts of similar exercises artificially .With no focus on the reading, thus teachers neglect cultivation of the students English language accumulation and the sense of language semantics. Some teachers noticed the importance of language input, so they expanded the reading material input during the daily teaching. However, in fact, its usually teachers find several pieces ready-made materials, and then let students to finish them after class and check the answers in a hurry. This kind of teaching and practice, get students gain some details outside from the reading materials, other harvest is very small, even more mentioned to understand the text structure. For a long time, teaching will be very machinery, boring, and the students interest in the reading will decrease gradually, and then will be restrained.2.3 Relationship between Teachers and Students2.3.1 Lack of Interaction between Teachers and StudentsClass observation found some teacher even cannot call out students name in the class. It is not difficult to imagine that when a teacher call a student who , what psychological response the student will be. Teacher-student relationship apathy has severely affected the teaching effect. Many students thought themselves to be neglected, so their manner will be very negative when they attend the class, do not harass the classroom discipline is maybe a lucky thing, even more mentioned they will say something that coordinated with