基于克拉申“i+1”理论的中学英语分层次教学实证研究

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ACKNOWLEGEMENTS

I would like to extend my sincere gratitude to my respectful supervisor, Prof.

Wang Guilian, my thanks for her profound knowledge, advice, encouragement and

patience during my whole writing process; thanks for her generosity in spending so

much time reading and polishing my paper. Without her illuminating instruction and

patience, this thesis could not have reached its present form.

I am also greatly grateful to all my teachers who have helped me to develop the

fundamental and essential academic competence.

Last but not least, I would like to extend my great appreciation to the participants

and teachers in my experiments, as they were so cooperative. Thanks for the

encouragements and supports from my teachers, classmates and friends, special thanks

for my family, my parents, my sisters and brothers. All of you have accompanied me

through the most difficult time during the writing of this thesis.

ABSTRACT

The theories of second language acquisition have cast great influence on the

teaching of foreign languages since 1970s, among which second–language–

acquisition-model of Krashen is the most influential. His theory of “i+1” input

hypothesis, from which we got a lot enlightenment to apply to English teaching in

China, has become the main theoretical base on this field. The input hypothesis

proposed by well-known American linguists Krashen is one of the most important

hypotheses among second language acquisition theories. Input hypothesis explains how

the acquisition takes place: We acquire only when we understand language that contains

structure a little beyond where we are now. In other words, if the input is equivalent

with the learners’ current stage, or too much beyond their current stage, it will not be

comprehensible input and progress will not be achieved. This hypothesis can be

expressed with “i +1”, in which “i” represents learners’ current competence, “i+1”

represents the part slightly beyond the current competence.

In China, teacher carries out teaching by treating students as a whole group with

the same content and standard regardless of their different levels, which seriously

hampers the progress of different students’ learning. In view of the individual difference

exists among students, this paper tries to reveal how Krashen’s theory can help us to

successfully apply the teaching–at–different-level-method to high school English

teaching. In order to find a more effective English teaching method to improve the high

school students study efficiency, the writer analyzed the current situation of English

teaching through survey and test to the students from two classes of Grade eight in

Zhengzhou No.61 high school. Based on these analysis, this paper makes an effort to

prove the necessity and applicability of teaching English at different level in high

school.

Key Words: Krashen “i+1” Hypothesis, Individual Difference, Leveled

English Language Teaching

iii

摘要

20 世纪 70 年代以来，习得理论对第二语言外语教学产生了很大的影响。在

二语习得的众多理论中，以克拉申（Krashen）的二语习得模式影响最大。其“i+1”

输入假说理论对我国英语教学提供了许多很有意义的启示，该理论目前已成为英

语教学的理论支撑。美国著名应用语言学家 Krashen 提出的语言输入假说是当今第

二语言习得理论中最重要的概念之一。输入假说解释了习得是如何进行的: 只有

当“我们理解的语言结构能稍微超出我们现有知识的时候”,习得才会发生。（We

acquire only when we understand language that contains structure that is a little beyond

where we are now)。换言之,如果输入仅仅相当于习得者现有水平,或者超出他们现

有水平太多（i+2，i+3），都算不上是合理的输入。这一假说可以用 i+1 来表示。

其中 i 代表二语习得者现有的语言水平,1 代表稍微超出的部分。该理论目前已成

为英语教学的理论支撑。

在我国的大班型英语授课中，教师一般是把学生当作群体活动来进行教学，

用统一的教学进度同样的内容同样的标准去教授学生群体。而其结果导致能力强

的学生吃不饱，能力差的学生吃不了，严重阻碍了学生的学习进步。因此，本文

主要研究基于克拉申“i+1“理论的个体差异对中学英语分层教学的启示。为剖析

英语教学现状，进一步探寻更为有效的英语教学方法和途径，有效改善学生的学

习方式及效果，提高中学生学习英语的效率，作者就中学英语教学大纲，克拉申

的“i+1”理论和个体差异三方面探寻中学英语分层教学的理论依据，并结合问卷

调查和试卷测试等形式选取郑州市 61 中八年级两个班的 126 名学生作为试验对

象，开展调查，从而论证中学英语分层教学的必要性及可实施性。

关键词：克拉申“i+1”输入假说个体差异分层次教学

Contents

ACKNOWLEGEMENTS ............................................................................................... i

ABSTRACT .....................................................................................................................ii

摘要 ................................................................................................................................. iii

Contents .......................................................................................................................... iv

Chapter One Introduction ..............................................................................................1

1.1Background of the Research ..................................................................................................... 1

1.2 Purpose of the Research ........................................................................................................... 3

1.3 Research Outline ...................................................................................................................... 4

Chapter Two Literature Review .................................................................................... 5

2.1 Traditional Language Teaching Mode ..................................................................................... 5

2.1.1 Grammar-Translation Method ...................................................................................... 5

2.1.2 Direct-Method ............................................................................................................... 6

2.1.3 “Audio-Lingual” Approach ...........................................................................................8

2.1.4 Communicative Approach ............................................................................................ 8

2.1.5 Task-based Language Teaching Approach .............................................................. 9

2.2 Summary .................................................................................................................................11

Chapter Three Theoretical Foundation and Its Relevance to Language Teaching 13

3.1 Krashen’s Five Basic Hypothesis and Their Relevances to Language Teaching .................. 13

3.1.1 Krashen’s Five Basic Hypothesis ............................................................................... 13

3.1.2 Relevance and Implications to Language Teaching ................................................... 17

3.2 Krashen’s “i+1” Hypothesis and its Background .................................................................. 21

3.3 The characteristics of “i+1” ................................................................................................... 22

3.4 Individual Difference ............................................................................................................. 23

3.5 Enlightenment for Language Teaching----Leveled Language Teaching Mode .....................26

3.5.1 Its Definition and Meaning ......................................................................................... 26

3.5.2 Characteristics of Leveled Teaching Method ............................................................. 27

Chapter Four The Application of i+1 Theory to Language Teaching ...................... 29

4.1 Hypothesis .............................................................................................................................. 29

4.2 Subjects ...................................................................................................................................29

4.3 Instruments ............................................................................................................................. 30

4.4 Procedure ................................................................................................................................30

4.5 Data collection ........................................................................................................................30

4.5.1 Identifying the experimental class .............................................................................. 30

4.5.2 Comparison of proficiency level of the two classes ................................................... 31

4.5.3 Classifying students at different levels ....................................................................... 33

4.5.4Analysis of post-test .....................................................................................................35

4.5.5 Feedback of the leveled English teaching method ..................................................... 36

4.6 Discussion .............................................................................................................................. 38

4.6.1 Preparing Teaching Scheme at different levels .......................................................... 38

4.6.2 Teaching at different levels .........................................................................................40

4.6.3 Laying out homework at different levels ....................................................................47

Chapter Five Conclusion .............................................................................................. 50

5.1 Summary of the Paper ............................................................................................................ 50

5.2 Problems and Suggestions in the Leveled Language Teaching Process ............................... 51

5.3 Assurance of Leveled Language Teaching Mode .................................................................. 52

Appendices .....................................................................................................................54

Bibliography .................................................................................................................. 69

在读期间公开发表的论文 ............................................................................................ 73

Chapter One Introduction

1.1Background of the Research

English teaching has attracted more and more concerns since it plays an

important role in China today. However, with various English teaching methods

prevalent in China, the problems of effectiveness and efficiency still exist. A brief

review of the history of English teaching in China indicates that it is hard to find a

teaching method which is most suitable for English teaching in China.

Grammar-translation method has been a popular teaching method since its practical

application in our country due to its corresponding with our traditional education

model. (Rao zhenghui ， 2000). Communicative approach has been introduced into

China since 1980s which aims at developing students’ competitive competence,

nevertheless, its limitations within Chinese context have been recognized in lots of

trials and experiments. The solution to these problems is to select elements from the

methods or approaches which are best fitted to teaching and learning environment.

Since the 90s of the last century, more and more calls have been aroused for

reform in foreign language teaching system and teaching methods because there are

many problems in English teaching, In short, "more time-consuming, less effective” (Li

Lanqing, 1996)

The revised English Syllabus (2000) adopted by nine-year compulsory education

in full-time middle School shows that: “schools should organize teaching scheme based

on the students’ individual differences and teach at different levels.” (www.pep.com.cn)

Compared with the individual differences among students in other phases of

education, that of middle school students is more obvious. However, in China, English

is usually taught in a large class, the teacher gives the same requirement to everyone of

the class. Therefore, the more competent students feel the course is so simple that they

easily get bored, while the less competent ones feel that’s too much to learn. Neither

part can improve fast. This problem has haunted the English teachers for a long time.

Although, the high school students have learned English for several years, have

accumulated a certain number of words, and have got knowledge of the basic grammar

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摘要：

iACKNOWLEGEMENTSIwouldliketoextendmysinceregratitudetomyrespectfulsupervisor,Prof.WangGuilian,mythanksforherprofoundknowledge,advice,encouragementandpatienceduringmywholewritingprocess;thanksforhergenerosityinspendingsomuchtimereadingandpolishingmypaper.Withoutherilluminatinginstructionandpatience,t...

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