语言习得的翻译,不懂语言学的不要翻译

来源：百度知道 编辑：UC知道 时间：2024/06/09 20:25:45
The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen's explanation of how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/h

输入假设是Krashen试图说明学习者如何习得第二语言。换句话说就是，这个假设是Krashen对第二语言习得如何发生的解释。因而，输入假设只关注习得，而不关注学习。它认为，当学习者接受稍高于他现有语言能力水平的第二语言输入时，他才能沿着自然顺序发展。例如，一个人处于 ‘i’ 水平时，只有当他理解属于 ‘i+1’ 水平的第二语言输入时，他才能够习得。因为并不是所有的学习者同时具有相同的语言能力, Krashen认为自然交际输入是设计大纲的关键，确保每一位学习者都能理解适合他现有语言能力水平的‘i+1’输入。
最后，第五个假设，情感过滤假设，体现了Krashen的关于一系列的情感变数在第二语言习得中扮演着推动的但无因果关系的看法。这些变数包括：动机、自信心和焦虑状况。Krashen认为学习者的动机越强，自信心越高，焦虑越低，越有利于第二语言能力的发展。反之，则有碍于第二语言习得的进行。总之，当过滤上升时，它会妨碍习得。另一方面，对习得活动的发生来说，正面的影响是必要的，但不是足够的。