• Login
  • Register
  • Search

The Infl uence of Krashen’s Input Hypothesis on Teaching High-school English Listening in China

Jiani Fan

Abstract


In the process of language learning, it is extraordinarily crucial to cultivate students’ abilities for listening, speaking, reading, and writing, among which listening is one of the basic ways to acquire language knowledge and grasp key information. English listening, a necessary skill for Chinese students to master English, plays an important role in international communication.However, the traditional listening teaching mode adopted in the class cannot stimulate students’ interest in learning, which is not conductive for most students to master English listening skills. Krashen’s Input Hypothesis emphasizes the importance of large amounts of comprehensible input for English learners, which can be used as the theoretical basis to explore its infl uence on teaching high-school English listening in China.

Keywords


Krashen’s Input Hypothesis; Chinese High-school English Listening Teaching; Infl uence

Full Text:

PDF

Included Database


References


[1] Rost, Michel. (2001). Teaching Listening. United Kingdom: Cambridge University Press.

[2] Krashen, Stephen D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.

[3] Krashen, Stephen D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.

[4] Krashen, Stephen D. (1985), The Input Hypothesis: Issues and Implications. New York: Longman.

[5] Shuang, Ma. (2014). Application of Krashen’s Input Hypothesis in High-school English Listening Teaching. Overseas English,(13), 103-105.

[6] Yang, Chen. (2006). Implications of Krashen’s Theoretical Model of Second Language Acquisition for English Teaching. Sun Yatsen University Forum, (01), 58-63.

[7] Chao, Li. (2013). The Influence of Krashen’s Input Hypothesis on Teaching College English Listening in China. Studies in Literature and Language, 3(6), 49-52.

[8] Yagang, F. (1993). Listening: Problems and Solutions. English Teaching Forum, 2(31), 16-19.

[9] Friscilla Wulan Tersta & Alviaderi Novianti. (2016). Listening to Students’ Voices: Students’ Problems in Listening Comprehension.Advances in Social Science, Education and Humanities Research (ASSEHR), 2(82), 33-36.

[10] Jun, Xu. (2010). Problems and Countermeasures in High-school English Listening Teaching. Journal of Basic English Education,(02), 85-88.

[11] Gilman, R., & Moody, L. (1984). What Practitioners Say about Listening: Research Implications for the Classroom. ForeignLanguage Annals, 7(7), 331-334.

[12] Valle, M. (2002). Communicative Language Testing: Integrating a Listening Comprehension Section and Communicative Features in a Computer -bases Spanish Test. Massachusetts: USA.




DOI: http://dx.doi.org/10.18686/ahe.v7i8.7797

Refbacks
Copyright © 2020 Universe Scientific Publishing. All rights reserved.