基于克拉申输入假说的中学生的听力理解能力研究.doc

漳州师范学院毕业论文ENGLISH TITLE题 目 姓 名： （四号宋体） 学 号： （四号宋体） 系 别： （四号宋体） 统一填写“外国语言文学系”专 业： （四号宋体） 师范类学生填“英语教育”，其他填“英语”年 级： （四号宋体） 填写用全称，如“2009级”、“2010级” 指导教师： （四号宋体） 定稿不填写指导教师姓名，致谢也不要出现指导教师姓名。指导教师姓名在答辩后修改好的终稿才写上。 年 月 日 时间统一填写系里规定的上交定稿的时间1)页面设置：版心为297210mm；页边距要求：每一面的上方（T）2cm，下方（B）2cm，左（L）2cm，右（R）2cm，装订线（T）0.5 cm，装订线位置（T）左，页眉1.5cm，页脚1.75cm，页码设置为：插入页码，居中；全文行距采用固定值，18磅。其余设置采取系统默认设置。2) 本科生论文总字数6000英文单词以上3) 论文装订顺序为：封面，英文摘要，中文摘要，目录，正文，参考文献，致谢17AbstractKrashens Input Hypothesis has drawn a lot of attention since it appeared and many scholars have carried on many researches to its application to the language teaching. Listening, speaking, reading and writing, regareded as the four basic skills of language, are complementary each other in language learning and communication. Listening ranks first in these four basic skills because most of the information human beings gain in daily communication is through listening. At present, the Input Hypothesis is frequently applied to the instruction of college listening, reading, speaking and writing but its application to English listening teaching in senior high schools is scarce. So this paper tried to apply the Input Hypothesis to English listening teaching in senior high schools and changed the traditional input method in order to make an explortive attempt on the model of English listening teaching in senior high schools to improve students listening comprehension competence. On the basis of the ananlysis of a questionnaire for present situation of the listening teaching in two classes in No.3 Middle School in Zhangzhou, the paper changed the traditional input method from the aspect according to the Input Hypothesis: increasing comprehensive input. In order to confirm the validity of this method, the writer made a ten-week experiment to the Class 1 and Class 2 in Grade Three in No.3 Middle School in Zhangzhou. The research results indicated the significant differences between the two classes and the method according to the Input Hypothesis is effective in improving senior students listening comprehension competence.Key words: the Input Hypothesis; listening teaching; the senior; application 摘 要克拉申的输入假说理论一产生就备受关注，许多学者对其在语言教学中的应用方面进行了许多研究。听，说，读，写这四项语言技能在语言学习和交际中是相辅相成，相互促进的。在四项语言技能中，听居于首位, 因为在日常交流中，人类大部分的信息都是来自于听。目前，输入假说比较常用于指导高校英语的听力、阅读、口语、写作，较少应用于高中英语教学。本研究试图将克拉申的输入假说理论应用于高中英语听力教学，改变传统的输入方式，对高中英语听力教学模式做一些探索性的尝试以提高学生的听力理解水平。本研究在对漳州市第三中学高三两个班听力教学现状进行了问卷调查和分析的基础上，根据克拉申的输入假说，从增加可理解性输入这个方面，改变了传统的输入方式。为证明此听力教学方法的有效性，笔者对漳州市第三中学高三（1）班和（2）班进行了为期十周的教学实验。实验结果表明，以克拉申输入假说理论为基础的输入方式对提高高中学生的听力理解能力是有效的。关键词：输入假说；听力教学；高中；应用 ContentsAbstract. I1. Introduction11.1 The main basis of the study. 11.2 The purpose and significance of the study. 12. Literature review 32.1 About the Input Hypothesis 32.2 About listening. 52.3The Input Hypothesis research at home and abroad. 53. Applicatiaon of Krashens Input Hypothesis in Senior High School Listening113.1 The background of listening in senior high schools 33.2 Research design 33.3 Data collection and analysis 34. Research Findings and Discussion 34.1 About two tests 34.2 About teaching suggestions35. Conclusion 3References.12Appendix.12Acknowledgements.13 1. Introduction 1.1 The main basis of the studyListening, speaking, reading and writing, regareded as the four basic skills of language, are complementary each other in language learning and communication. Listening ranks first in these four basic skills because most of the information human beings gain in daily communication is through listening. Thus, listening is quite important in language learning. The reform of the new curriculum in the middle schools has put forward higher requriement for the listening teaching of the senior high schools. However, the present situation of listening teaching in senior high schools is not satisfactory and there is little chance for students to listen. Krashens Input Hypothesis, as a comparatively comprehensive theory in Second Language Acquisition research, has drawn a lot of attention since it appeared and many scholars have carried on many researches to its application to the language teaching. At present, the Input Hypothesis is frequently applied to the instruction of college listening, reading, speaking and writing but its application to English listening teaching in senior high schools is scarce. 1.2 The purpose and significance of the studyThis paper tried to apply the Input Hypothesis to English listening teaching in senior high schools and changed the traditional input method to make an explortive attempt on the model of English listening teaching in senior high schools so as to offer some enlightenment to change the present situation of the senior English listening teaching in senior high schools and improve students listening comprehension competence.2. Literature review2.1 About the Input Hypothesis“I+1” theory is the core of “The Input Hypothesis” which put forward in the theory of Second Language Acquisition by Krashen, an American famous linguist in the early 1980s. According to Krashens Input Hypothesis, language acquisition must be completed by receiving “comprehensive input”. “I” refers to a learners current level of language and the next stage that is the learners motivation for learning. “i+1” indicates the next stage in the learners language development along the natural order. If the learners current level of language is “i”, the input must be neither too difficult to understand nor too easy. That is to say, the difficulty of language input materials should be “i+1” that is a litte bit beyond the learners current level of language. In order to comprehend the new language input materials, the learner will adopt previous knowledge and experience or use context to judge. After that, he comprehend the less-well understood elements in the language input materials and make progress in language acquisition. Therefore, comprehensible input is neither “i+0” that is lower than or close to the learners current level of language, nor “i+2” that far exceeds his current level of language. Only by understanding “i+1” language input materials well can the learner acquire language. Krashen believes that ideal input should have four features. Firstly, comprehension. Language input must be understandable. Language input is the first condition to activate Language Acquisition Device in the brain. Unintelligible language input is void. Secondy, sufficient quantity. It will only be successfully in acquiring a new language through quantity accumulation in the premise of comprehensible input. Thirdly, interesting and relevant. Attention should be paid to the affective filter of the learners emotion. The more interesting the language is, the more his interest is motivated; the more relevant the language materials is, the more his learning quality is improved. Fourthly, no grammatically sequenced. Krashen claims that language input should be accepted in the context of situation rather than learn the grammar alone. Grammar should be placed in its proper placement.2.2 About listening2.2.1 The definition of listening comprehensionDouglas Brown (1994) defines listening comprehension as not only the process of sending and receiving sounds, but also as the interactive and conscious process to send and transmit the message to the brain which will influence in the process of communication. Listening comprehension is a complex active process of understanding speech in a second or foreign language and memorizing, generalizing language flows and at the same time understand the social and cultural background. In listening, what the listener wants to achieve is an adequate understanding of what the speaker means (Brown,1990). William littlewoods (1981) states that learner should be encouraged to engage in an active process of listening for meanings, using not only the linguistic clues but also his nonlinguistic knowledge. 2.2.2 The listening processesListening process refers to how listeners interpret input in terms of what they know, or identify what they dont know ( Rubin, 1994:199). There are two views of listening in language pedagogy for more than two decades: bottom-up process and top-down process.(i) The bottom-up listening processThe bottom-up processing model refers to the use of incoming data as a source of information about the meaning of a message. That is to say, the bottom-up listening process is a process of decoding sounds, the meaning of words from the smallest phonemes to complete texts in a linear way. Anderson and Lynch (1988) call this the listener as tape-recorder view of listening because it assumes that the listener takes in and stores messages in the same way as a tape-recorder, sequentially, one sound, word, phrase, and utterance at a time.(ii) The top-down listening processThe top-down listening process is a process involves activation of listeners schematic knowledge and contextual clues to analyse listening materials. During the process, listeners construct the original meanings of the linstening materials using incoming sounds as clues. In this reconstruction process, the listener uses his prior knowledge of the context and situation with which to make sense of what he hears.2.2.3 Three listening stagesMary Underwood summed up the format of todays listening lessons. She divided it into three parts: pre-listening, while-listening and post-listening(Underwood, 1990).(i) Pre-listening stagePre-listening stage mainly a preparatory stage. The objective of the pre-listening stage is to activate the listeners learned background knowledge and language knowledge to guess the contents of listening materials. Rivers (1981) claimed that teachers should activate learners prior knowledge through preparatory discussion on related topics and by making sure that key words are known and have been recently brought to conscious awareness. Lance (1995) states that predication not only increases learners listening comprehension but also increases their motivation.(ii) While-listening stageWhile-listening stage is the most important stage of the listening process. Rivers (1983) claims that “In well-organized integrated listening lessons, while-listening stage should be a stage at which listening is accompanied by carefully designed activities and listeners experience the pleasure of success.” In the while-listening stage, teachers should prepare different tasks to help learners understand listening materials and development their listening skills, rather than just testing their memory. And learners are required to pay attention to and process information attentively. It is an interactive process and the previous guesses made in the pre-listening stage are proved or dispoved here.(iii)Post- listening stagePost- listening stage is necessary in the whole listening process. It consists of a lot of activities carried out after listening, including checking the answers, group discussion, different tasks integrating listening with the practice of other language skills like speaking and writing, teachers explaination of the difficult words, phrases and sentences. These activities provide opportunies for learners to have a better understanding of what they listen. Teachers should offer necessary feed back so that learners can make a reflection about the listening materials and make progress in the next exercise.2.3 The Input Hypothesis research at home and abroadKrashen (1982) and Asher (1982) found that comprehensible input is an essential factor in second language acquisition, and that a comprehension-before-production approach can facilitate language acquisition, particularly in the early stages. And at home and abroad, many researchers have doen researches about the application of the Input Hypothesis to classroom teaching and achieved different findings.2.3.1 Reading and the Input Hypothesis researchDavies(1983) who was working with Swedish high school students did a research that compared the approach on the basis of oral production with the approach on the basis of aural input and wirtten input and found that the aural input and written input attained greater production in foreign language skills.Xiao Liming(1995) had done a research about improving college students second language reading competence for four years by using written input whose grade is different in terms of quality and quantity. He drew a positive conclusion that large quantity of language exposure to the students leads to greater improvement of reading competence.Luo Dongmei (2006) did an experiment implemented among 60 grade one non-English major college students who were at the same reading proficiency. The students are divided into three groups to read passages at three syntactic complexity levels(namely: 9W/T, 12W/T,16W/T). There are two ways of testing: multiple-choice tests and writing their recall the text they read. After analysing the data, she found that the modification of inputs does affect students comprehension and the syntactic complexity has a more significant correlation between students performance in written recall than that between their performances in multiple-choice test.2.3.2 Listening and the Input Hypothesis research Spada(1990) reported on an investigation demonstrating the effectiveness of structuring the listening for learners by providing a set of predictive exercises to complete while carrying out the listening. The predictive work, plus the opportunity for students to stop the tape during the course of the listening exercise to ask questions led to greater gains in listening than in classes where the teacher launched directly into the listening without any schema-building activities, and students were not provided with the opportunity of seeking clarification during the course of the listening. Therefore, Spada drew the conclusion that “students who were given schema-building tasks outperformed those who were confronted with listening texts without being prepared for listening.”Meng Wanjing (2003) did an ten-week experiment implemented among 60 grade one non-English major college students who were at the same listening proficiency. The students are divided into two groups of 30 students. The students of the experimental group were taught using the Input Hypothesis and the students of the control group were taught uisng the traditional method. And the teaching time of these two groups were same. And after analysing the data of the tests these students did after ten weeks, she drew the conclusion that using the Input Hypothesis to improve the teaching method is effective in improving students listening capacity.2.3.3 Speaking and the Input Hypothesis researchGuo hong (2009) and Qi Deshan (2009) conducted a research aiming at increasing the learners speaking ability and a new teaching model-improving speaking ability through the strengthening of listening was carried out. Their research implemented among 253 freshmen of Harbin University of Science and Technology. 253 students were in the eight classes: 4 experimental classes and 4 control classes. The students in the experimental classes were taught in a new teaching model which is improving speaking ability through the strengthening of listening. The students in the control classes were taught in the traditional way. Their relative statistics showed the speaking ability of the experimental class increases by 15%, 5% higher than that of the control class, which proved the efficiency of the new teachingmodel in helping to turn knowledge into skills.These researches concerning the Input Hypothesis not only give us a better understanding that this theory has quite a diective function in improving language teaching method to increase teaching efficiency and developming learners different language skills. but also testified its feasibility.The Input Hypothesis has drawn a lot of attention since it appeared and many scholars have carried on many researches to its application to the language teaching. At present, the Input Hypothesis is frequently applied to the instruction of college listening, reading, speaking and writing but its application to English listening teaching in senior high schools is scarce. The senior is an important period for learning English well because students are faced with college entrance examination. However, senior high school students listening comprehension competence is not optimistic. There is urgent need to make some changes to the traditional teaching methods. So this paper tried to apply the Input Hypothesis to English listening teaching in senior high schools and changed the traditional input method in order to make an explortive attempt on the model of English listening teaching in senior high schools to improve students listening comprehension competence.3.Applicatiaon of Krashens Input Hypothesis in Senior High School Listening3.1 The background of listening in senior high schools 3.1.1 The questionnaire analysisThe questionnaire was designed to investigate if students like the present English listening classes and the present listening situation. It was distributed to the both the experimental class and the control class before the experiment. There are ten questions in all. They were mainly divided into three aspect