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.doc 26页

'ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeaching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IABSTRACTIIContentsIVIntroduction11.OverviewofKrashen’sSLATheory21.1AcquisitionandLearningHypothesis21.2NaturalOrderHypothesis31.3MonitorHypothesis31.4InputHypothesis41.5Affective-FilterHypothesis42.CurrentSituationandMainProblemsofEnglishReadingTeachinginSeniorHighSchool52.1Students’CurrentSituationandMainProblems52.1.1UnfamiliartoVocabularyandGrammar52.1.2LackofBackgroundKnowledge62.1.3LackofMotivation62.1.4PoorReadingHabits62.2Teachers’CurrentSituationandMainProblems72.2.1OutdatedTeachingConceptandSingleTeachingMode72.2.2LackofReadingStrategyandSkill’sDirection72.2.3NeglectionofStudents’ReadingInterest82.3RelationshipbetweenTeachersandStudents82.3.1LackofInteractionbetweenTeachersandStudents82.3.2LackofStudent-center93.ApplicationofKrashen’sSLATheorytoEnglishReadingTeachinginSeniorHighSchool103.1ConstructionofSLAEnvironment103.1.1ChangingtheTraditionalTeachingConcept103.1.2CreatingNaturalCommunicativeEnvironment103.1.3CarryingoutaVarietyofClassActivities113.2CombinationofAcquisitionandLearning123.2.1IntensiveReadingandLearning123.2.2ExtensiveReadingandAcquisition133.2.3CombinationofIntensiveandExtensiveReading143.3AttentiontoQuantityandQualityofInput15II ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeaching3.3.1Using“i+1”ModeltoComprehensibleInput153.3.2ProvidingEnoughQuantityoftheBestLanguageInput173.3.3ImprovingCultureInputandLanguageComprehension173.4AttentiontoEmotionalFactorstoStimulatetheMotivationofStudents193.4.1SelectingAppropriateReadingMaterials193.4.2SelectingAppropriateTeachingMethods203.4.3EnhancingStudents’Self-confidenceandReducingAnxiety21Conclusion22Bibliography23AcknowledgementsII ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingIntroductionAlongwithChinaandforeigneconomicandtechnologicalexchange,theincreasinglyfrequentEnglishinpeople"sdailylifealsobecomesveryimportant.ReadingteachingistheimportantcontentofhighschoolEnglishteachingandoccupiedaveryimportantposition.Althoughthereadingeducationhasreceivedtheschools,theteachersandthestudents’greatattention,butlookingfromthepracticeeffect,isnotideal.Thesignificanceofthisresearchaimedat,highschoolEnglishreadingprocess,usingKrashen"ssecondlanguageacquisitiontheorytoguideandexploretheprocessofforeignlanguageteaching,whichhastheimportantmeaningtoimprovethehighschoolEnglishreadingteachingmethods,improveEnglishreadingteachingquality.ThepurposeoftheresearchisbasedonpresentsituationofhighschoolEnglishreadingteaching,analysisoftheexistingproblemsinteaching.ApplicationKkrashen’ssecondlanguageacquisitiontheoryonhighschoolEnglishreadingteaching,andthensolvessomeproblemsinteaching,optimizetheteachingmode.OurcountryEnglishteachingmayprofitfromthereasonablefactorofKrashen"ssecondlanguageacquisitiontheory,withcommunicationasthecoreofKrashen"ssecondlanguageacquisitiontheoryinEnglishteachingpracticeforopenedthenewperspective,alsocompletecurriculumimplicatetheministryofeducationforEnglishlearningrequirements.第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeaching1.OverviewofKrashen’sSLATheoryKrashen’sSLAtheoryisacomprehensiveone,consistingoffiveinter-relatedcentralhypotheses:theacquisition-learninghypothesis,thenaturalorderhypothesis,themonitorhypothesis,theinputhypothesisandtheaffective-filterhypothesis,withinputhypothesisasthecore.1.1AcquisitionandLearningHypothesisKrashenassumedthatsecondlanguagelearnershavetwoindependentwaysofdevelopingtheknowledgeofasecondlanguageacquisitionandlearning.BotharetechnicaltermsintheMonitorTheory.Thefirstwayislanguageacquisition,aprocesssimilar,ifnotidenticaltothewaychildrendevelopabilityintheirfirstlanguage.Languageacquisitionisasubconsciousprocess;languageacquirersarenotusuallyawareofthefactthattheyareacquiringlanguage,butareonlyawareofthefactthattheyareusingthelanguageforcommunication.Theresultoflanguageacquisition,acquiredcompetence,isalsosubconscious.Wearegenerallynotconsciouslyawaretherulesofthelanguagewehaveacquired.Instead,wehavea“feel”forcorrectness.Grammarsentences“sound”rightor“feel”right,anderrorsfeelwrong,evenifwedonotconsciouslyknowwhatrulewasviolated.Otherwaysofdescribingacquisitionincludeimplicitlearning,informalearning,andnaturallearning.Innon-technicallanguage,acquisitionis“pickingup”language.Thesecondwaytodevelopcompetenceinasecondlanguageisbylanguagelearning.Wewillusetheterm“learning”henceforthtorefertoconsciousknowledgeofasecondlanguage,knowingtherules,beingawareofthem,andbeingabletotalkaboutthem.Innon-technicalterms,learningis“knowingabout”alanguage,knowntomostpeopleas“grammar”or“rules.”Somesynonymsincludeformalknowledgeofalanguageorexplicitlearning.Krashenbelievesthattheknowledgelearnedthroughlearningcannotbeinternalizedasknowledgeofacquisition.Theacquiredsystemisusedtoproducelanguage.Theacquisitionsystem第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachinggeneratesutterancesbecauseinproducinglanguagelearnersfocusonmeaning,notonform.Thelearnedsystemservesasaninspectoroftheacquiredsystem.Itcheckstoensurethecorrectnessoftheutteranceagainsttheknowledgeinthelearnedsystem.1.2NaturalOrderHypothesisAccordingtoKrashen,itisCorderwhofirstproposedthishypothesisin1967.Thishypothesisstatesthatthereexitsapredictiveorderforpeopletoacquiretherulesoflanguage.Simplytosay,acquirersofagivenlanguageacquirecertaingrammaticalstructuresorsomerulesearlierandsomelaterTheorderisthesameregardlessofinstruction.ThenaturalorderwasdeterminedbyasynthesisoftheresultsofthemorphemeorderStudiesandisaresultoftheacquiredsystemwithoutinterferencefromthelearnedsystem.1.3MonitorHypothesisThishypothesisconcernshowacquisitionandlearningareusedinsecondlanguageperformance.Krashenholdsthatouracquiredcompetenceguaranteesustohavetheabilitytoproduceutterancesinanotherlanguage.Thelearnedsystemhasaspecialfunction—serveasaMonitor.Itcanhelpuscorrectorchangetheoutputoftheacquiredsystembeforewespeakorwrite.Learnerswhousetheiracquiredknowledgetosay“Heisgoing”cancheckagainsttheirlearntknowledgewhether“he”istheappropriatepronounwhetherthepresentcontinuousistheappropriatetense,whether“is”shouldagreewith“he”,andsoon.However,theMonitorcannotbeusedatallthetimes.TherealapplicationofMonitorneedsthreeconditions:1)Time:Learnersneedsufficienttimetothinkaboutandusetherulesavailabletothemeffectivelyintheirlearnedsystem.Formostsecondlanguagelearners,normalconversationdoesnotallowenoughtimetothinkaboutanduserules.2)Focusonform:Althoughtimeisnotenough,onemustalsofocusonformorthinkaboutcorrectnesswhenheusesthelearnedknowledgeEvenwhenwehavetime,wemaybesoinvolvedinwhatwearesayingthatwedonotattendtohowwearesayingit.3)Ruleknowledge:Inordertousetherules,thelearnerhastoknowthem.Thatistosay,onehastohaveanappropriatelearnedsysteminordertoapplyit.第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeaching1.4InputHypothesisTheInputHypothesisiscentraltoKrashen’sSLAtheories.First,attemptstoexplainhowwedoacquirelanguage.Krashengivesus“Humansacquirelanguageinonlyoneway—byunderstandingmessagesorbyreceiving“comprehensibleinput”.Thatistosay,languageacquisitiondependsontryingtocomprehendwhatotherpeoplearesaying.Thelearnershouldfocusonmeaning,butnotonform.Ifalearnerhearsameaningfulspeechandmakeseffortstounderstandit,acquisitionwilloccur.Ifalearnerconcentratesontheformsoflanguage,thenacquisitionwillfail.Second,italsoattemptstoexplainhowalearnerprogressesinacquisitionKrashenprovidesuswithamodellikethis:“Weprogressalongthenaturalorderbyunderstandinginputthatcontainsstructuresatournextstage—structuresthatareabitbeyondourcurrentlevelofcompetence.”Supposethecurrentlevelis“i”,thenextstageshouldbe“i+1”(stageablebeyondthecurrentlevel).Learnerscanunderstandlanguagecontainingunacquiredgrammarwiththehelpofcontext,includingextra-linguisticinformation,knowledgeoftheworld,andpreviouslyacquiredlinguisticcompetence.1.5Affective-FilterHypothesis“Affectivefilter”isamentalblockthatpreventsacquirersfromfullyutilizingthecomprehensibleinputtheyreceiveforlanguageacquisition.Thatistosay,inordertoaccomplishthetaskofacquisition,comprehensibleinputisonlyanecessarycondition,butitaloneisnotsufficient,theacquirerneedstobe“open”totheinput.Peopleshouldnotputtheacquirer“onthedefensive”,becausewhentheaffectivefilterisup,theacquirermayunderstandwhathehearsorreads,buttheinputwillnotreachthelanguageacquisitiondevice.Thisoccurswhentheacquirerisunmotivated,lacksself-confidenceorfeelsanxious.Theeffectivewaytolowertheaffectivefilteriseithertomakehimcarenothingaboutthefailureinlanguageacquisitionortoconsiderhimselftobeapotentialmemberofthegroupusingthetargetlanguage.TheabovearethefivefamoushypothesesinthefieldofSLA.Krashenstated:Wecansummarizethefivehypotheseswithasingleclaim:peopleacquireasecondlanguageonlyiftheyobtaincomprehensibleinputandiftheiraffectivefiltersarelowenoughtoallow第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingtheinput‘in’.Whenthefilteris“down”andappropriatecomprehensibleinputispresented,acquisitionisinevitable.2.CurrentSituationandMainProblemsofEnglishReadingTeachinginSeniorHighSchool2.1Students’CurrentSituationandMainProblems2.1.1UnfamiliartoVocabularyandGrammarVocabularyisthekeytothereading.Themainproblemofreadingisthevocabularyanditssignificance.Thesmallvocabularycannotexpandthereadingquantity,narrowtolexicalmeaning"sunderstanding,soitwillhavedifficultytocomprehendauthor"struemeaning.Therefore,vocabularyhastheimportantinfluencetoraisethereadingspeedandtheunderstandingdegree.VocabularyisthebasicknowledgeofEnglishlanguage,eventhebasicknowledgeandpremiseofEnglishreading.Students’biggestobstacleissomanynewwordsthatmakereadingdifficult.Whenstudentsdoreadingexercises,iftheymettoomanynewwordswilllosetheirreadinginterestandconfidence.Visiblevocabularyshortageinreadingisthemainproblem.Manystudentswillanxiouslywhentheymeetthenewword,evenworryaboutthattheycouldnotunderstandtheentirechapterarticle.Indailyreadingprocess,thestudentwillalwaysmeetsomespecialsentencetypeandthequitecomplexsentences.Thiskindofsentencesshowthatthesentenceislong,thesubordinateclausesaremanyandthesentencetypeisspecial.Whenstudentsmeetlongsentences,theydonotclearsentencestructure,andcannotunderstandthesentencemeans.Encountercompoundsentence,itishardtounderstandthemeaninganditiseasytocauseerror.Eachkindofsyntaxphenomenaandabbreviationsentencehasthe,tremendousinfluenceforunderstandingthesentences.Thisindicatedthatthecomplexsentencetypehasthevaryingdegreeinfluencetostudent"sreading.Forthis,thetruereasonisthestudentcannotgraspthegrammarknowledge,cannotmakethecorrectanalysistothewholesentencefirm,thusitaffectsstudentstoholdthewholesentencemeaning.第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeaching2.1.2LackofBackgroundKnowledgeInvestigation,theauthorknownthatmanystudentsmasteredalargevocabularyandacompletesetofgrammarknowledge,buttherealsowillbemanydifficultiesinreadingcomprehensionandlinguisticexpressions.Theimmediatereasoncausethesequestionsisthestudentslackofthewestculturalbackground.Therearealotofdifferencesoflanguages,national,culturaltraditionandthinkingmodethatleadtolanguagecommunicationbarrier.Thisalsobringsbarrierinreading.2.1.3LackofMotivationInterestisthebestteacherofstudy.Forhighschoolstudents,readingisoneofthemostimportantskills,butstudentsdidn"tspendenoughtimeinreading.Surveyfoundonlyabout13percentofthestudentsdidreadingatordinarytimelongerthan30minutes.InsomedegreeitshowthatstudentslackofinterestinlearningEnglish.Somestudentsthinkreadingclassatmosphereisdrabanddepressing,readingtopicsaresingle,thereforethereadingtextisnotinteresting.Somestudentsevenisjusttheobserverroleinreadingclass,theydonotwishtoattendtotheinteractionbetweenthereadingclass.Theyregardreadinginclassasthedutyandtheburden,anddonotthinkitistheoriginofrichknowledgeandinterestcultivation.2.1.4PoorReadingHabitsSurveyfoundthatmoststudentshavemanybadreadinghabits,asslowreading,fingerreading,readingaloud,heartreading,rereadandabusethedictionaryand.Somestudentsevenregardthebadreadinghabitsasgoodones.MoreoverapartofstudenthasthebeingopportunisticbadusualpracticeinEnglishstudy"sprocess,theirhopedependson“hitsattacks,holdstheBuddhafootatthelastminute”toimproveEnglishscores,haveneverrealizedEnglishstudyisalong-termaccumulationprocess.Theseproblemsareworthourattentionandthoughtful.2.2Teachers’CurrentSituationandMainProblems2.2.1OutdatedTeachingConceptandSingleTeachingModeAccordingtothesurvey，manyteachersinfluencedbythenarrowexam-orientededucation,whostillfollowthetraditionaltranslationteachingmethodfor第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingteaching.ThisapproachhadlongoccupiedinEnglishclass,whichemphasizedontheteacher"sleadingrole,butstudentsarejustpassiveknowledgereceiverandactivestudyparticipants.Teachersusea"bottom-up"wayofunderstanding,andstudentsunderstandthetextaslongasfollowthestep-by-wordway,whichcanunderstanditsmeaning.Therefore,teacherspayattentiontoexplainthevocabulary,grammarandsentencepatternsofthetext,andtheyignoretogivestudentsthetrainingofdiscourseunderstanding,appreciationandreadingskills.Asaresult,students’readinglevelincreasedevenslowly.Itprobablymakesthestudentslosttheinterestintheclassandevenreducestheirreadinglearninginitiative.2.2.2LackofReadingStrategyandSkill’sDirectionThesurveyresultinteachingpracticeshowedthatmajorityEnglishteachersneglecttheexplanationandtheinstructionofthereadingstrategyandskillsintheirteachingprogress.Investigateitsrootsthatbecausemostteachersinfluencedbytraditionaltranslationteachingandfetteredbytheteacherasthecentraleducationalmodel.Teacherstakethetextasthecarrieroftheknowledge,andcarryontheanalysisthroughsomelanguagephenomenon.Thenforexample,throughalotofboringpracticewithoutsituationtoconsolidatethelanguagegoal.Furthermore,somequalityofteachersthemselvesarenothigh,theylackofreadingstrategiesandtechniquesrelatedtheoryofmaster,andtheycannotaccordingdifferentreadingmaterialsandpurposestogivethestudentthespecificinstructionsnaturally.Itshowthatcorrectlyusereadingstrategiesandskillsisanecessarywaytoimproveone’sreadingabilityandeffective.Thereasonsledtomanystudents’poorreadingstrategiesandskills,thuswhentheyfacesomeunfamiliarreadingsubjectalwaysnothaveenoughability.2.2.3NeglectionofStudents’ReadingInterestSometeachersthinkevenspendalotoftimeonextensivereadingthoughinsideandoutsideclass,theresultoftheexaminationisnotsuretobeimprovedimmediately.Soinordertomakestudents"understanding"books,theteachersalwaysholdafewtextbooksfor"intensivecultivation”.Teachersputalotoftimeinrepetitionandboringpracticeofthebookknowledge.Studentsweredelineatedinlargeamountsofsimilarexercisesartificially.With第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingnofocusonthereading,thusteachersneglectcultivationofthestudents’Englishlanguageaccumulationandthesenseoflanguagesemantics.Someteachersnoticedtheimportanceoflanguageinput,sotheyexpandedthereadingmaterialinputduringthedailyteaching.However,infact,it’susuallyteachersfindseveralpiecesready-madematerials,andthenletstudentstofinishthemafterclassandchecktheanswersinahurry.Thiskindofteachingandpractice,getstudentsgainsomedetailsoutsidefromthereadingmaterials,otherharvestisverysmall,evenmorementionedtounderstandthetextstructure.Foralongtime,teachingwillbeverymachinery,boring,andthestudent"sinterestinthereadingwilldecreasegradually,andthenwillberestrained.2.3RelationshipbetweenTeachersandStudents2.3.1LackofInteractionbetweenTeachersandStudentsClassobservationfoundsometeacherevencannotcalloutstudent’snameintheclass.Itisnotdifficulttoimaginethatwhenateachercallastudent"who",whatpsychologicalresponsethestudentwillbe.Teacher-studentrelationshipapathyhasseverelyaffectedtheteachingeffect.Manystudentsthoughtthemselvestobeneglected,sotheirmannerwillbeverynegativewhentheyattendtheclass,donotharasstheclassroomdisciplineismaybealuckything,evenmorementionedtheywillsaysomethingthatcoordinatedwiththeteaching.Alsosomestudents,becausetheirstudyisnotgood,willfeelinferiorortheanxiousmoodisthick,inaddition,theteacherhasnotbeenabletounblockpromptly,thusthiscreatestheviciouscirclewhichresultmorestudentsnotwillingtostudy.Goodteachersandstudentssentimentisthekeytosuccessfulteaching,soemotionalcommunicationbetweenteachersandstudentsisimportant.Teachersshouldunderstandthestudent"slearningattitude,withtargetsandplansfortalkingwiththeirstudents.Teacherstrytoknowtheirview,requirementsandfeelingsinteaching.So,theteachercanunderstandthestudents"Englishlearningpsychologicaldevelopment,itwillhelpteachersmakethecorrespondingadjustmentinpresent"steachingaccordingtothestudentsituation.Thus,teachersandstudentswillcoordinatewithnodifficult;andthestudentswilltakepartintheclasspositively.Atthesametime,theteachershouldcreateopportunitiesforstudentsindifferentlevelstogetthem第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingparticipateinclassroomteachingactively,trytotrainthestudents"readingmethodsandimprovethestudents"readingandcomprehensiveabilityinusingEnglish.2.3.2LackofStudent-center"EnglishCurriculumStandard"pointedoutthattheteachermustguidethestudenttodeveloptheindependentlearningcapabilityconsciously,makestudentsbecomestudycenter.Thatistosay,teachersshouldchangetheirroleinteaching.Teacherisnotonlytheimpartperson,butalsoshouldbecomethepromoter,directorandhelpertostudents.Theinvestigationdiscoveredthatthepartialstudentshavethegreatlystrengtheneddependencetoteacher.Teachersmanagetightly,thentheresultprogressesquickly,otherwisebogsdown,evenregresses.Thatshowedthestudenthaveplayedthewrongroleintheclass.ThisprobleminEnglishteachingisalsonotallowtoneglect.Thestudent"slearningandpersonaldevelopmentprocessisautonomouslearning,activedevelopmentprocess,ratherthanpassiveacceptance,processedshapingprocess.Thetraditionalteachingmethodbasedonteacher"steachingasthemainbody,studentsjustpassiverecipients.Suchsituationhasexistednow.Thelearneristheknowledgeconstructor,andtheirknowledgeconstructionactivityisdecidingtheteachingeffectdirectly,therefore,theyarethelearningprocessmasters.Inshort,thestudentisthecenterinthewholeteachingactivity.Inclassprocessteachersshouldbreakthetraditioneducationalmodelwhichtreatstheteacherasthecentral,trytoarousestudents’theenthusiasmandtheinitiativeasmuchaspossible.3.ApplicationofKrashen’sSLATheorytoEnglishReadingTeachinginSeniorHighSchool3.1ConstructionofSLAEnvironment3.1.1ChangingtheTraditionalTeachingConceptThereisnobestteachingmethod,onlythemoreappropriateteachingmethod.JudgingbytheMarxistDialectics,newteachingmethodhasgoodside,butalsoithastheshortage,andtheoldteachingmethodhascertainlyinopportuneoneside,butalsohastheessence.第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingThereforeourteachermustfirstsetuponekindofcorrectteachingidea:Teachersshouldstrengthentheirownqualities,researchteaching,andinnovationteachingconcepts,trytomakeachangefrom"Englishteaching"to"Englisheducation”,teachersshouldtransformthesimplelanguagelearningtolanguagequalitiestraining.Englishcurriculumstandardsuggested,proposedspeciallythattheteachersmustimprovetheirownqualityunceasingly,mustachievethedevelopmentwiththenewcurriculumsynchronizationatthesametime.Teachersmusthavethesenseoflifelonglearningandability,trytoadapttotherequestofsocialdevelopmenttotheteachers"professionalability.Firstofallteachersshouldstrengthenlearning,masteralotofteachingtheories,andmakeanall-outeffortintransformationofeducationidea.Theyshouldstudy“EnglishCurriculumStandard"earnestly,andachievetherenewalidea,andgraspthemoderneducationidea.Secondly,Englishgroupofbackboneteacherstaketheirresearchsubjectcoachingpublicclass.Teacherschangetheteachingideaisfoundationtobuildasecondlanguageacquisitionenvironment.3.1.2CreatingNaturalCommunicativeEnvironmentKrashenemphasizedtheunconsciousprocessoflearningtoacquirelanguage,whichcanonlyberealizedinthenaturalenvironment.Overalongperiodoftime,China’sforeignlanguageteachingtakesup“theteacher-centered”teachingmode.Traditionally,weusuallytakethetheoriesofbehavior-psychologist,“objectivestimulationandreinforcement”,asthedirectionandbelievethatstudentsshouldfollowwhatandhowtheteacherstaughtthem.Butteacher-centeredteachingmodecannotconformtothedevelopmentofoursociety.Theteachersshouldrealizethat:learningisaprocessofactiveconstruction.Learnersdonotaccepttheoutsideinformationpassivelybutactivelytonoticeandchoosetheoutsideinformationaccordingtotheproceedingcognitivestructureandconstructthemeaning.Soteachersshouldarousethestudents’creativitiesandmakethemtakepartintheclassactivities.WhenIhavealesson,Iusuallychooseatopic,relatedtotheteachingcontentandwhichattractsthestudentstoaskthemtotakepartinthediscussionsoastochangetheirpositionfrompassivenesstoactiveness.Thenasktwostudentstohaveaspeechinfontoftheblackboardtoimprovetheirspeechcompetenceinpublic.Becausepeoplerealizethatthe第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachinglearners’decisivefactoroflearningisLADinsidewiththedevelopmentofpsycholinguistics.Sotheauthorholdsthatteachersshouldguideandstimulatestudents’enthusiasmtoimprovetheirinterestsandmakethemstudyactivelyandtakelearningasaninterestingworkbutnotaburdentogettheaimofimprovinglearningeffects.3.1.3CarryingoutaVarietyofClassActivitiesTheteachinggoalisthecoreandsoulofclassroomteachingintheteachingactivities,whichhasadirectionalfunction.Itlimitstheoperationofclassroomteaching,anditisveryimportanttoensuretheeffectivedevelopmentofclassroomteaching.Teachersshouldaccuratelygraspingteachingmaterials,includingthepositionandfunctionsoftheemphasesanddifficultiesofthetextbooks,etc.Teachingtargetsettingshouldcomplywiththestudent"sreality,anditshouldhasmultipleandoperability.Therichandcolorfulactivitiesinclassistoattractstudentslearnbetterbyanymeansnecessary，soinEnglishreadingclasswecanfollowtheteachinggoaltodevelopsomeactivities.Forexample:Model4“HowDaisylearnedtohelpwildlife”(Book2forseniorschoolstudents)Itisareadingtext.Afterthetextexplaining,teacherscandesignRole–Playactivity.Firstteacherask,whatwouldyousaytohumanbeingsifyouwereoneoftheanimals?Thenstudentsroleintheanimalstheywanttobeandusingkeyvocabularyandsentencepatterns.Studentscouldchooseonekindanimaltheylike,thenimaginethemselvesastheanimal,thentheyplayasit.Teachersshouldplaythedifferentpicturesandvediosbypptandmedia.Thisactivityisdesignedtoprovidestudentsenoughlanguagesupport.Therefore,studentsareabletousethelanguagetoexpress.Thecareofthewildlifeemotioncouldbeevoked,andthiswillreceivethegoodteachingresults.Variedactivitiesoftheclassrhelpkeepthestudentsattention,stimulatethelearninginterestofthestudents.JeremyHammerpointout：Asingleclassroomformcanmakestudentguesswhatwillhappeninthenext.Thiskindofsituationwillnotonlymakestudentshavetired,butalsocannotorganizationpsychologyofeffectiveinteractiveactivities.Justorganizationconcerned,itshouldhaveindividualwork,andtohavepairwork,group第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingwork,classwork,chaindrills,etc.Notonlystayintheteacherasked,studentsanswerlevel.Intheactivityformally,KlippelsuggestsusingRanking，Guessing，RolePlay,Interview,ect.forproblem-solving.Inclassinteractionmodel,thereareTeacher-Studentinteraction,Student-StudentinteractionStudents-Ttextinteraction,etc.Meanwhile,teacherscouldusenetwork,multimediameansorganizerichandcolorfulactivitiesinclass.3.2CombinationofAcquisitionandLearning3.2.1IntensiveReadingandLearningTheso-calledintensivereadingisrelativeforextensivereading.Itregardswordsastheforerunner,takesfromlowtohighgraduallyexpandway,anddoesthe“decodingactivitiestolanguage.InEnglishreading,itshowsthat"bypointandface"asonekindwaytoreading---Learnesaccordingletter,word,phrase,sentence,chapterorder,tounceasinglyperceptandrecognize.Thisneeds"bypointandface"fineexplanationintheteachingprocess,thebackgroundknowledgeortherelatedgeneralknowledgeintroduction.Thisalsoneedsgrammaranalysisandthetextcontentteaching.Inspirethestudentsbythequestioninthetexttocarryontheclassdiscussionordothepaperwriting,finallymustcompletetheoutsideclasspractices.Andfromlanguageinputperspective,intensivereadingbelongstoasystemofforeignlanguageinput.Forexampletheteacherteachespronunciation,semanticknowledge,syntaxrulesintheclass,mainlythroughpurpose,consciousexplicitlearningintostudents"knowledgeofforeignlanguageandforeignlanguageability.Sointensivereadingis"learning"fromthisaspect.Forexample---Model3“Music”(Book2forseniorschoolstudents)Beforeintensivereading,therearefourquestions.Getstudentstoanswerthequestions1.WherewasHaydnborn?2.HowdidHaydnchangetheformofsymphony?3.Whatdoeshisfatherdo?4.HowlongdidheworkineasternAustria?Thenletstudentsfillintheblank,letstudentsunderstandthetextbetter.1.Haydn,anAustrian________,wasborninavillageandis_________thefatherof第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingthesymphony.He_______thesymphonyintoalongpieceforalargeorchestra.After________musicinVienna,hewenttoworkatthe_____ofaprinceineasternAustria.Thirtyyears______,hemovedtoLondon,_____hewasverysuccessful.1.AnotherAustriancomposer,Mozart,wasborninSalzburg.Thoughheonlylived35years,hecomposed_________600piecesofmusic.Mozarthadmusical_____fromaveryearlyage._________hewas14,hehadcomposedmanypiecesfortheharpsichord,pianoandviolin,________fororchestras.In1781HaydnmetMozartandwasvery_________withhim.Theywerefriends______Mozart’sdeath.2.BeethovenwasborninBonn,Germany.Whenhewasveryyoung,helearnedtoplaytheviolinandthepianofromhisfather.In1791,BeethovenmetHaydn,who__________BeethoventomovetoVienna.Beethovenbecamevery_______inAustria,andstayedthereforthe___ofhislife.Evenafterhebecame_________deaf,he________composing.3.2.2ExtensiveReadingandAcquisitionExtensivereadingreferstoreadmanyarticles.Thereisnoneedtoanalyzethewordsandphrases,whichpaygreatattentiontothequantity,itonlyneedstodiscovertheessentialinformationandholdsthearticle’scentralthoughtandthegeneralideaisOK.Extensivereadingistheconsolidateandpracticeofthewords,phrasesandidiomsandgrammarprojectwhichtheyhavelearnedinintensivereading.Itisthepracticeprocess,anditisalsothestudents"comprehensiveapplicationofinvestigationoflanguageability.Itisaneffectivemethodtoincreasestudents’vocabulary,consolidatetheirEnglishknowledge,enlargetheirscopeofknowledge,improvetheirreadingspeed,andcultivatetheirreadingability.Extensivereadingcontentisnarrative,andtheaspectofknowledgeismostlybroad.It’snotonlybenefitforstudents’eye-opening,validation,consolidate,enrichthetextcontent,naturallyabsorbthelanguage,butalsoitisbenefitsforstudentstoincreaselanguagesense,toimprovetheEnglishlanguageandculturalliteracy.Appreciatelevelmayalsohelpcultivateobservationandjudgment.Andfromtheperspectiveoflanguageinput,extensivereadingbelongstothecomprehensibleinput,thecomprehensiblespokenlanguageinputoccursthroughthestudents’unconsciousnessinhiddenstudy.Thiscoursemakesstudentsacquirelanguageability.Studentsarefacedwithlotsofinputofforeignlanguagematerials,andtheyacquirelanguageunconsciously.Soextensivereadingis"acquisition"fromthisaspect.Forexample---Model3“Music”(Book2forseniorschool)Studentslearnedsomethingaboutmusic,andteacherscouldgetstudentstofindsome第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingmaterialsaboutmusicians.JustlikeMozartandBeethoven.MozartistheGeniuschildmusicianandhehadmusicaltalentfromaveryearlyage.Heisthegreatestmusicalgeniusofalltime.Athislifehecomposedmorethan600piecesofmusic.BeethovenistheMusicSaintandhelearnedtoplaytheviolinandpianofromhisfather.Whenhegrewold,begantogodeaf,buthecontinuedtocompose.Dothissearch,studentscouldgetacquisitionfromtheoutsideclassanddosomeextensivereadingscouldhelpstudentstounderstandthetextbetter.3.2.3CombinationofIntensiveandExtensiveReadingInforeignlanguageteachingclass,thelanguageinputisoftenamixsystemofthelanguageknowledgeandcomprehensiblelanguageinput,whichistheorganicintegrationofintensiveandextensivereading,bothbased,aswellascompleteeachother.Intensivereadinghasthesameimportantrolewithextensivereadingintheforeignlanguageteaching.Intensivereadingismainlygotthroughtheteachinginclassconsciousexplicitlearning,therefore,itismorelikelytobefelt.Butextensivereadingismainlygotthroughunconsciouswayoftheimplicitlearning.Bothlearnersandteachersarenotrealizedeasily,therefore,itisofteneasyneglected.Student"simplicitandexplicitlearningshouldoccurredtogether,namely"learning"and"acquisition"shouldbeorganicallyintegrated.Foreignlanguagelearningandsecondlanguagelearningaretheprocessoflearninganewlanguage,sotheymustfollowsomeofthesameinnerlanguagelearningmechanism.Forexample,thetrainingofthelanguagesense,thecommunicationability,whichtheformationoflanguage"learning"unexplained,buttheseareimportantcontentsofthelearners’abilityintheevaluationoflearningforeignlanguage.Fromthecharacteristicsofintensiveandextensivereadingcanbeseenthattheintensiveandextensivereadingarethetwoaspectsofreading,whichhavetheirprosandcons,alsocannotbereplaced.Inordertoimprovetheleveloflanguageinput,firstofall,thequantityandqualityoflanguageinputshouldbeimproved.Intensivereadingfocuseson"quality",extensivereadingfocuseson"quantity",botharenecessary.IntensivereadingisanimportantmeantogainknowledgeofEnglish.Englishknowledge(especiallysyntaxandvocabularyorrhetoric)shouldbetreatedasthefoundationofextensivereadinglanguage.Extensivereadingcourseshouldbroadenthe第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingstudents"knowledgeandexpandtheirvocabulary,cultivatereadingskills,andthroughalotofreadingtoenrichtheirbackgroundknowledgeandprofessionalknowledge.Intensivereadingis”thepoint”,somearticleswiththecertaindifficultybutwritewellshouldtobeanalyzed,andsummarytheauthor"sintention,thoughtandcentralargumentofwriting.Finallyitachieveddetailinformationandprofoundcontentpurpose.Buttheextensivereadingis“thesurface”.Theknowledgethroughmassivereadingcanaccumulatethemassiveglossaries,thestructureandthesentencepattern.Itcanexpandtheaspectofknowledge,raisethelanguagesense,enhancestudents’writingreactioncapacity.Thusitcanbeseenthattheintensivereadingistheextensivereading’sfoundation,andtheextensivereadingistheintensivereading’ssupplement.Sootmakesthestudentsachievethecultivationandtheenhancementreadingability.3.3AttentiontoQuantityandQualityofInput3.3.1Using“i+1”ModeltoComprehensibleInputKrashen’spropositionoflargeamountsofcomprehensiblelinguisticinputthatisslightlybeyondlearner’slevelofcompetencewillleadtoacquisitionofthetargetlanguage.IntheInputHypothesis,Krashenmakesthefollowingclaims:“Theleaneracquireslanguagebycomprehendinglinguisticinputthatisslightlybeyondhisorherlevelofcompetencei+1)”,andanecessary(butnotsufficient)conditiontomovefromItostage“i+1”isthattheacquirerunderstandsinputthatcontain“i+1”,where’understand’meansthattheacquiringisfocusedonthemeaningandnottheformofthemessage”(Karashen,1982;21)Learnerscanunderstandlanguagecontainingunequaledgrammarwiththehelpofcontext,includingextra-linguisticinformation,knowledgeoftheworld,andpreviouslyacquiredlinguisticcompetence.AccordingtoKashen,fouressentialfactorsarerequired:1)Inputshouldbecomprehensible.OnlythelearnersunderstandthelanguageinputcantheirLADtakeeffectonthelanguageinput,andtheinputcanbetakeninandoutput2)Inputshouldbeinterestingand/orrelevant.Thelearnersaimtolearnasecondlanguageforcommunication.Sothelanguageinputshouldfocusthelearnersonthemessage,or第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingmeaning,andnotonform.3)Inputshouldnotbegrammaticallysequenced.Krashenpointedoutthatwheninputiscomprehensible,whenmeaningissuccessfullynegotiated,i+1forwillbepresentedautomatically,inmostcases.4)Inputshouldbeinsufficientquantity.Krashenbelievesthatlanguageinputshouldbecomprehensible,sufficientandunconscious.Theauthorbelievesthatitistheteachers’responsibilitytoprovidethecomprehensibleinputforthestudents.Firsttheteachersshouldknowthecurrentlevelofthestudentsclearly.Iftheteachersdonotknowthecurrentlevelofthestudents,forexample,thecurrentlevelofthestudentsisnot“i”,but“i-1”,even“i-2”,thentheinputof“i+1”willbecomeincomprehensible.Teachersshouldknowthecurrentlevelofthestudentsclearly.Thenewlanguageknowledgetheteachersorteachingmaterialsprovidecanonlybealittlebeyondthecurrentlevelofthestudents,andtheymustbeunderstandabletothestudents.Thisrequirestheteacherstoknowthecurrentlevelofthestudentsandchoosetheappropriateteachingmaterialsanduseconciseandunderstandablelanguagesnotundertheircurrentlevelinordertoensurethequalityoflanguageinput.Otherwise,learnerscannottakeintheknowledgeandletalonethesecondlanguageacquisition.Atpresent,teacherscanseldomknowthestudentscurrentlevel,thustheyoftenprovideincomprehensibleinputorover-input,“i+2”,even“i+3”.Underthiscircumstance,evenifteacheriscapableofprovidingcomprehensibleinput,canthestudentsacceptit?Teachersshouldfullyconsiderthelargestinformationquantitiesthatthestudentscanacceptandcopewith.3.3.2ProvidingEnoughQuantityoftheBestLanguageInputAccordingtotheKrashen’sinputhypothesis,intermsoftheinputquality,itmustbe“i+1”,deeporshallowcannotletacquirersreallygetlanguageacquisition,sothisrequestreadingclassroom’sreadingmaterialsmustfit“inputhypothesis”fouressentialconditions.Namelythereadingmaterialsforthestudentsarecomprehensible,anditisslightlyhigherthantheirexistinglevel;Thematerialcontentmustinterestingandhascertainconnectionwiththestudent.Theinterestingreadingmaterialscanstimulatestudent’sacademicmotivation,displaytheirstudyactivity.Thereadingmaterialsisrelatedwiththemcancausethestudent第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeaching“forget”learninglanguage’spurpose.Unconsciously,theyeasilygetlanguageacquisition.Thereadingquantitymustbeenough,themassivelanguageinputmaycausethe”i+1”appearnaturally.Throughlanguagelevelstructureatslightlymorethanthelanguageinput,thestudentmaypracticethenewlanguagestructure.Teachersitselfmustusecorrect,fluentEnglishintheclassroomteaching,providestudentslanguageinput.Sothisrequirestheteacher’sclassroomdiscourse,classroomquestioningallmustbecometheKrashen’s“comprehensibleinput”.Teachersshouldpaymuchattentiontothe“relevance”adjustmentsofthelanguageinput.Becausetheclassroomteachingtimeislimitedandreadingspeed,understandinglevelandlanguageknowledgegraspingareallguaranteedbythereadingquantity.Thereforeoutsidetheclassroomlanguageinputisalsoanessentialsupplement.Therefore,teachersshouldpaymoreattentiontosubsequentinputsinlanguagereading.Teacherscanaskstudentsdosomeappropriatereadingafterclass,suchasEnglishandAmericanliterature,etc,theEnglishsoloorrelatedmajorscanbeunderstoodEnglishteachingmaterials.Thus,thestudentsmayfromthemassiveinputtopracticeslightlywhichhigherthantheirexistinglevel,namely“i+1”thestagelanguageknowledge,thusenhanceitslanguageutilizationability.3.3.3ImprovingCultureInputandLanguageComprehensionLanguageacquisitionprocessisactuallyacommunicationprocesswithanothercultural.Weadvocateprovidingstudentswithalotofcomprehensibleinput.Butmostreadingmaterialsarefromwesternrealcorpora,ifyoudon"tknowtheculture,youcan’treallyunderstandlanguage,andlanguageacquisitionalsocannotexist.Meanwhile,cultureinputalsohelpsenlargestudents"knowledge.TostimulatetheirinterestinlearningEnglish,andhelpthembetterunderstandtheirmaterialcontent.Vocabulary,grammar,theknowledgeisthepreconditionofEnglishreadingcomprehension,andwordsunderstandingisthebasisofreadingcomprehension.Students"readingcomprehensionabilityenhancementornot,anotherkeyofinner-discoursecontextincludingisthatteachersshouldcultivatestudentstheskills.Tounderstandthearticlecentralidea,mustfirstunderstandtheparagraphandtextstructure.Thisisthepremisetoimproveone’sreadingability.Aparagraphusuallyconsistsofatopicsentence,severalextendedand第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingtransitionalsentencesandanendsentence.Thetopicsentenceusuallyindicateparagraph’stheme.Itgenerallylocatedinthesentencefirst,sometimesalsoappearsinthemiddleorattheend.Thesentencesinthetopicsentencefurtherexpansionbehindthemeiscalledtheexpansionsentence,containswiththesubjectrelateddetail.Transitionalsentencesaretomaketwoideasortwothingsexpressionreachnaturaltransition.Endingsentencesummarybytheabovecontent,Oftendrawnbythefollowingphrases:therefore，afterall，inshort,etc.Masterthisruleishelpfultoquicklymasterarticlecentralideaonthebasisofunderstanding.Thoughtheanalysisofthestructureofthearticle,studentsunderstandthestructure,andexercisetheirgeneralizationability,Itimprovedstudents’analysis,knowledgeandtheabilitytosolveproblems.Forexample---Model3“Music”(Book2forseniorschoolstudents)Teachersbeforelesson,theycollectedsomeinformationaboutMozartandBeethoven.MozartwasaprolificandinfluentialcomposeroftheClassicalera.Hecomposedover600works,manyacknowledgedaspinnaclesofsymphonic,concertante,chamber,piano,operatic,andchoralmusic.Heisamongthemostenduringlypopularofclassicalcomposers.MozartshowedprodigiousabilityfromhisearliestchildhoodinSalzburg.Alreadycompetentonkeyboardandviolin,hecomposedfromtheageoffiveandperformedbeforeEuropeanroyalty.At17,hewasengagedasacourtmusicianinSalzburg,butgrewrestlessandtravelledinsearchofabetterposition,alwayscomposingabundantly.Mozartlearnedvoraciouslyfromothers,anddevelopedabrillianceandmaturityofstylethatencompassedthelightandgracefulalongwiththedarkandpassionate.HisinfluenceonsubsequentWesternartmusicisprofound.BeethovenwrotehisownearlycompositionsintheshadowofMozart,ofwhomJosephHaydnwrotethat"posteritywillnotseesuchatalentagainin100years.Beethoven(baptized17December1770–26March1827)wasaGermancomposerandpianist.ThecrucialfigureinthetransitionbetweentheClassicalandRomanticerasinWesternartmusic,heremainsoneofthemostfamousandinfluentialcomposersofalltime.BorninBonn,thenthecapitaloftheElectorateofCologneandpartoftheHolyRomanEmpire,BeethovenmovedtoViennainhisearly20s,studyingwithJosephHaydnandquicklygainingareputationasavirtuosopianist.Hishearingbegantodeteriorateinthelate第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeaching1790s,yethecontinuedtocompose,conduct,andperform,evenafterbecomingcompletelydeaf.Afterthesematerialsbesuppoetedtothestndents,teachersshouldbeaskthemseveralrelatedquestionsaboutthetitle,andgivethemthecomperhensibleinputontime.3.4AttentiontoEmotionalFactorstoStimulatetheMotivationofStudents3.4.1SelectingAppropriateReadingMaterialsThelanguagestudyistheprocesswhichproceedsinanorderlywayfromtheshallowtothedeep.Soreadingmaterialselectionshouldalsofollowthisrule.Theteachershouldfollowbythecomprehensibleinputasthemostimportantprinciple.Inreadingmaterials"vocabularyshouldtakethevocabularythatstudentsgrasppresentasthestandard,thecontentformshouldbythestory,thenovelandsoon.Itshouldbeeasytounderstand,readabilitystrongreadingmaterialsprimarily.Thengraduallytransition,deepen,makelearnersalwayshaveahungryfeelingwhentheydoreading.Andstudentsshouldalwayshaveonekindofintenseseekingknowledgedesirethroughouttotheknowledge.Teachersshouldfullyconsiderstudent"sinterestinthereading,mobilizetheirinnerinitiative.Usingvariouslanguageknowledgeprocessingandunderstandingtheinformationwhichprovidedinthereadings.CultivatestudentsthroughtrainingtherealEnglishreadingasameansofobtaininginformation,knowledge.Andfromindependent,smoothreadingtoadapttofutureworkandstudyofactualrequirements.FromtheKrashen"s"inputhypothesis”view,lackofreadinginputisthemainfactorthataffectingstudents"readingability.InhighschoolEnglishteaching,teachersshouldtreatthereadingprimarilyimplement,languageinputfortheprincipleasthemainways.Raisesstudent"sreadingeducationisthemostimportanttask.Helpthestudentovercomeeachkindofbarrierinreading,enablethemtodisplaysubjectivelyfunction,carryonreadingonowninitiativepositively,sharpenthereadingknowledge,andtakethereadingknowledgedevelopotherskillsasthefoundation.Forexample:21stCenturyPaper:CrazyEnglish,etc.3.4.2SelectingAppropriateTeachingMethodsInhighschoolEnglishreadingteaching,classroomteachingdominantthewhole.Soit第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingrequiresteacherstochooseappropriateteachingmethods,themaximumimprovestudent"sinterestinthereading.Highschoolreadingteachingsituation,therearemanystudentsthinkthatreadingclassisawasteoftime,donotwishtobeautifulideaindrearyEnglishletters,thisrequirestheteacherarousesstudent"senthusiasm.Interestisthemotivation,hadtheinterestcanimprovereadingefficiency;cangettotheteacher"steachingeffect.Therefore,inclass，theteachershouldorganizerichandcolorfulactivitieswhichrelatedtothecontentstoletstudentsinvolvedinit.Forexample:1)Thegroupingcompetition,proposedaquestion,usedthecompetitionwaytocarryonthereassignment;2)Inintroductionbackgroundtimemayusesomemultimediaways,listenstosoundsofpeoplenarrationclassroomwhichisusedto,themultimediavideoandmusicbroadcastswillattractthestudentmuch.3)Teacher’smaterialisasfaraspossiblenovel,widespread,followsthetimethefootsteps.4)Thegenerationgapbetweenstudentsandteachersneedtofillandlevelupbytheteacher.Krashen"sSLAtheory,affectionisthetheoreticalbasis,cannotbeignore.WhethertheKrashen"stheoryorfromthepsychologyangle,interesttoaperson"slearningsimulativeeffectisundisputable.Seizethelearninginterestofthestudents,namely,somostofthesuccessofteaching，andshouldchoosesuitableteachingmethodsforstudentsintheclassroom,improvetheirinterest,letsthestudenttolovereading!3.4.3EnhancingStudents’Self-confidenceandReducingAnxietyAccordingtothetheoryofpedagogy,arousestudents"enthusiasmforEnglishlearningisthekeytoimprovetheteachingeffect.Therefore,intheteaching,teachersshouldtellthemtheimportanceoflearningEnglishandEnglishasatooltoobtaininformationispractical.Strengthenstudents"learningmotivationeducation,andletthestudentsfrompassivelearningintoactivelearning.TheKrashen"saffectivefilterhypothesis,Whenlearnersaffectivefilterlow(nopsychologicalobstacles),providestudentswithsufficient,theoriginallanguageof第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingimprovedcomprehensibleinput!Psychologicalfactorsincludemotivation,attitude,self-confidence,anxiety,etc.Motivationclear,thestudymannerisstraight,hasthefavorableimpressiontothetargetlanguageandthetargetlanguagenationality,thenthestudypowerisbig,interestabundant.Anxietyispsychologicalbarriersofimpedingacquisitionrealization.Ifanxietyistoomuch,inputcannotachievelanguageacquisitionmechanism,nomorementioneditcanbechangedintolanguageability.Therefore,theteachersadoptvariousmethodstoreducestudents"affectivefilter.Teachersshouldbegoodatusinghumorlanguage,exaggeratingmovementandrichexpressiontomobilizeclassroomatmosphere,andtrytoreducetheiranxietylevel.Agoodteachershouldnotonlyhashighforeignlanguagelevel,butalsointheteachingprocesscanstimulatestudents"interestandstrengthentheirconfidenceandrespectthem.Makesurethattheirstudentscouldworkhard,andmaketheyhavesafefeeling.Helpthemovercomethedifficultiesinlanguagelearningfortheirlanguageacquisitionprovidefavorableconditions.Enhancestudents’self-confidenceandreducetheiranxiety.第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingConclusionThroughtothehighschoolEnglishreadingeducationpresentsituation"sanalysis,wemaysee,inthehighschoolEnglishteachingalsohasmanyproblems,itisnotonlystudents’"learning"intheprocessof,butalsotheteachers"teaching".Thestudents"readingsituationandtheteachers"teachingsituationhaveinseparablelinks;teachers"qualityistheembodimentofproblemsinteaching.Mainlydisplaysinknowledgelevelandeducationmeansoldideas,soteachersshouldstrivetoimprovetheirprofessionalskills,improvetheteachingandthescientificresearchlevel,tochangethetraditionalteachingideasandconcepts,optimizetheteachingmode.TheKrashen"ssecondlanguageacquisitiontheoryisappliedinclass,alsoshouldstrengthenstudents"learningmethods,readingskillstraining.Teachingandlearningistheprocessofinteraction,raisescustomwhichthestudentstudiesindependently,displaysthestudentsubjectiveinitiativealsoenhancestheEnglishreadingeducationqualityindispensablemethod.Finally,multimedia,networkingandothermoderneducationtechnologyfortheuseofEnglishreadingteachingwillalsoinjectnewvitality.ThehighschoolstudentsinEnglishreadingthelearningprocessshouldbravetoovercomethedifficultiesinlearningEnglishbyreadingextensively,reinforcingvocabularyaccumulation,trainingitsownreadingstrategyandskills,becomepersistentlearninghabit,graduallyimprovingEnglishreadingability.第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingBibliography[1]Krashen,S.D.AcquisitionandSecondLangangelearing[M].Oxford:PergamonPress，1981.[2]敖娟.克拉申二语习得理论在大学英语听力教学中的应用.外语教学.2007年第5期[3]陈丽.浅析克拉申二语习得理论对大学英语教学的启示.海外英语.2010年8月[4]程可拉，周光明.问题-解决模式在中学英语阅读教学中的运用.湖北师范学院学报（哲学社会科学版）2008年6月[5]邓尚尚.高中英语阅读的现状分析及对策研究.东北师范大学硕士学位论文.2009年5月[6]封桂英.克拉申的二语习得理论在我国大学英语教学中的应用.湖北函授大学学报.2007年9月[7]郭小纯.克拉申第二语言习得检查模式理论综述.桂林师范高等专科学校学报.2008年12月[8]黄小飞.新目标下中学英语阅读教学存在的问题及对策.科教平台.2007年第18期[9]李红宇.述讲的二语习得意义与提高英语技能.山西财经大学学报（高等教育版）2007年9月[10]李敬科，赵波，蓝叶欣.从克拉申第二语言习得理论谈中国英语教学的二语取向.周口师范学院学报.2007年5月[11]林海英.克拉申“输入假说”和“情感过滤假说”在高职英语听力教学中的运用.和田师范专科学校学报.2010年7月[12]孟坤，侯祥瑞.评克拉申的二语习得理论.中国科技信息.2007年8月[13]邵瑶宇.克拉申二语习得理论指导下的英语课堂教学研究.湖北经济学院学报（人文社会科学版）2008年12月[14]苏昕.二语习得与课堂教学.淮南师范学院学报.2007年第2期[15]刑润梅.克拉申二语习得理论与英语听力教学.忻州师范学院学报.2008年6月[16]闫诣博.克拉申的二语习得理论对大学英语教改的启示.菏泽学院学报.2009年5月[17]闫诣博.克拉申的二语习得理论对英语阅读教学的启发.长春教育学院学报.2010年6月[18]张春燕.克拉申的检查模式理论对我国英语教学的影响.常州工学院学报（社科版）2010年8月[19]张应梅.二语习得与大学英语阅读教学.福建商业高等专科学校学报.2007年10月[20]张志祥.克拉申二语习得理论诠释及其在课堂教学中的应用.长沙通信职业技术学院学报.2007年3月第23页共23页 ApplicationofKrashen‘sSLATheoriesinHighSchoolEnglishReadingTeachingAcknowledgementsIamgladtoexpressmygratitude.IwouldliketothankmymostrespectedfacultyadviserWangXibao,forbeinganintegralpartofthisthesisthroughoutallitsstages,bothattheintellectualandthepracticallevel.Hehasbeenwarmandcheerful.Ithankhimforgenerouslysharingherknowledgeandtime,forbeingpatientwithmyquestions.AndIwouldliketosaythankstomyclassmates,andmybestfriendLiuYangtohelpmetofindmaterialsaboutthisarticle.Theresearchinthisarticlewouldnothavebeenpossiblewithouttheirhelp.ZhangHeruMay,27,2011'