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1、论民办高校大学英语第二课堂建设的必要性基于克拉申二语习得理论分析The Necessity of the Construction on Second Class English Teaching in Private CollegesBased on the Analysis of Krashens Theory of Second Language AcquisitionAbstract：At the beginning, this paper generally analyses the five hypotheses of Krashens Theory of Second Langu
2、age Acquisition. In the second part, it talks about the existing problems of college English teaching in private schools, and emphases on the necessity of the reform of college English teaching. Seen from Krashens Input Hypothesis and Affective Filter Hypothesis, this paper explores the new models o
3、f private college English teaching reforms, and puts forward the conception of Second Class. Based on all these foundation, it illustrates the necessities of Second Class construction in private college English teaching, and provides a variety of organizational forms and creative ideas of the Second
4、 Class of English teaching in colleges. At last, it makes the conclusion that English as a Second Class is not only a form of English learning, but also a strong complement to first class English teaching which plays an important role in private college English teaching.Key words: Krashens Theory Pr
5、ivate Colleges College English Second Class摘要: 本文着重从克拉申提出的输入假设和情感过滤假设角度出发，探求民办高校中大学英语教学的改革建设新模式，提出了大学英语第二课堂的概念，分析出在民办高校中开展第二课堂建设的必要性，并提出了多种切实可行的发展第二课堂的组织形式。大学英语第二课堂不仅是一种英语学习形式，也是对第一课堂的有利补充，这在民办高校的英语教学改革中扮演重要角色。关键词: 克拉申理论 民办高校 大学英语 第二课堂CONTENTSAbstract.iKey wordsi摘要i关键词i1. Introduction12. Description
6、 of Krashens Theory of Second Language Acquisition22.1 The introduction of Krashens Theory22.1.1 The Acquisition-Learning Distinction22.1.2 The Monitor Hypothesis22.1.3 The Natural Order Hypothesis32.1.4 The Input hypothesis32.1.5 The Affective Filter Hypothesis42. 2 The applications of Krashens the
7、ory42.2.1 Advantages of the language structure study42.2.2 Conditions of the improvement of listening comprehension53. The Problems Existing in Private College English Teaching and the Inspiration of Krashens Theory63.1 The problems existing in private college English teaching63.1.1 The current teac
8、hing materials are old.73.1.2 The teaching time arranged is not scientific.73.1.3 The teaching method is single; students are lack of interest.83.1.4 Teaching equipments are not advanced.93.2 The inspiration of Krashens Theory -the construction of Second Class93.2.1 The inspiration of Krashens Theor
9、y of Second Language Acquisition93.2.2 The conception of the Second Class and the necessity of its development103.2.2.1 The conception of the Second English Class103.2.2.2 The necessity of the development of the Second Class114. The Effective Forms of the Second Class in College English Teaching134.
10、1 The effective forms of the Second Class134.1.1 The organization of “English Corner”134.1.2 The organization of English Association144.1.3 The use of school radio stations144.1.4 The organization of English drama activities144.1.5 The celebration of English culture festivals154.2 Measures to keep t
11、he effect of the Second Class155. Conclusions17References19Acknowledgements201. IntroductionStephen Krashen is an expert in the linguistics field, specializing in theories of language acquisition and development. Much of his recent research has involved the study of non-English and bilingual languag
12、e acquisition. Krashens widely known and well accepted theory of second language acquisition has had a large impact in all areas of second language research and teaching since the 1980s. His five hypotheses have been applied to many areas of language teaching, especially college English teaching. ：英
13、语第二课堂是英语学习的另一种形式 , 也是英语课堂教学的有力补充。随着大学英语教学改革的不断深入 , 现代大学英语的教学方式已经发生了巨大的变化 , 教师和学生都不再满足于单一的传统课堂教学模式。With the continuing development of college English teaching reform, the modern university and college English teaching methods have undergone tremendous changes; teachers and students are no longer sati
14、sfied with the single traditional classroom teaching mode. 为了适应当今社会快速发展的要求 , 广大教师和学生都积极地投入到丰富多彩的大学英语第二课堂活动中。To meet the requirements of rapid development in todays society, the majority of teachers and students are actively engaged in a variety of Second English Class activities. The construction of
15、 Second Class in English teaching is a good example of the application of the Input Hypothesis and the Affective Filter Hypothesis.The Second Class pays more attention on student-centered class teaching which could meets the requirement of every students development, and provides much richer learnin
16、g contents than the curricular teaching methods, and it is also without the restrictions of time and place.Since there are many problems of the English teaching in private colleges, the Second Class of English teaching is a perfect model to solve these problems. In private colleges, leaders and teac
17、hers should give enough attention to the construction of Second Class, and try to build a new evaluation mode to achieve the goal of the improvement of the teaching quality. There are a series of ways to start the Second Class activities, such as English corner, English Drama Club and so on. The mai
18、n purpose of the construction of Second Class is to create a relaxing and harmonious language learning environment that could reduce the learners pressure, which is a reflection of Krashens Affective Filter Hypothesis.2. Description of Krashens Theory of Second Language Acquisition2.1 The introducti
19、on of Krashens TheoryKrashens theory of second language acquisition consists of five main hypotheses：the Acquisition-Learning Hypothesis；the Monitor Hypothesis；the Natural Order Hypothesis；the Input Hypothesis；and the Affective Filter Hypothesis. 2.1.1 The Acquisition-Learning DistinctionThe Acquisi
20、tion-Learning Distinction is the most fundamental part of all the hypotheses in Krashens theory and the most widely known one among linguists and language practitioners. There are two independent systems of second language performance: “the acquired system” and “the learned system” (Krashen, 1981).
21、The “acquired system” or “acquisition” is the product of a subconscious process that very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication in which speakers are not concentrated in the fo
22、rm of their utterances, but in the communicative act. The “learned system” or “learning” is the product of formal instruction and it comprises a conscious process which results in conscious knowledge about the language, for example knowledge of grammar rules. According to Krashen “learning” is less important than “acquisition”.2.1.2 The Monitor Hypothesis
