The Application of the Input Hypothesis and the Affective Filter Hypothesis to Independent Colleges English Listening Teaching
The Application of the Input Hypothesis and the Affective Filter Hypothesis to Independent Colleges English Listening Teaching
Chapter Ⅰ INTRODUCTION
1.1 Research Context
In each language, listening plays a big role in our daily life, let alone English. Listening occupies the top position in the communication, for we always get the input first and then produce the output. Most of the information about the world we gain is through listening. Listening also occupies the central role in language learning. It is the first step for the learners to learn language. Krashen stressed that listening activity is essential to language acquisition, for language acquisition is realized through listening comprehension. Whereas oral expression is the result of language acquisition not the cause. It is actually the outcome appearing after learners’ language competence is improved through comprehensible language input.
Accordingly, nearly all kinds of the English tests have the listening part, among which the most important and popular test in college period is College English Band 4. College student is required to pass College English Band 4 in most colleges because it stands for an education quality image for a college, and the society thinks highly of it. Especially after the reformation of College English Band 4 in 2006, the listening part of new one accounts for 35% instead of 20% in the previous test. This undoubtedly worsens the already grave situation of the independent college students whose English ability is below average. Meanwhile, this is also a challenge for college English teachers who are responsible to help them improve their English ability and get better grades in the College English Band 4.
This paper presents a comparative study on two classes lasting for one academic period from March 2010 to June 2010. The author attempts to apply the Input Hypothese and the Affective Filter Hypothesis to the independent college English listening teaching, reform the
Chapter Ⅰ INTRODUCTION
1.1 Research Context
In each language, listening plays a big role in our daily life, let alone English. Listening occupies the top position in the communication, for we always get the input first and then produce the output. Most of the information about the world we gain is through listening. Listening also occupies the central role in language learning. It is the first step for the learners to learn language. Krashen stressed that listening activity is essential to language acquisition, for language acquisition is realized through listening comprehension. Whereas oral expression is the result of language acquisition not the cause. It is actually the outcome appearing after learners’ language competence is improved through comprehensible language input.
Accordingly, nearly all kinds of the English tests have the listening part, among which the most important and popular test in college period is College English Band 4. College student is required to pass College English Band 4 in most colleges because it stands for an education quality image for a college, and the society thinks highly of it. Especially after the reformation of College English Band 4 in 2006, the listening part of new one accounts for 35% instead of 20% in the previous test. This undoubtedly worsens the already grave situation of the independent college students whose English ability is below average. Meanwhile, this is also a challenge for college English teachers who are responsible to help them improve their English ability and get better grades in the College English Band 4.
This paper presents a comparative study on two classes lasting for one academic period from March 2010 to June 2010. The author attempts to apply the Input Hypothese and the Affective Filter Hypothesis to the independent college English listening teaching, reform the