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1、 本科毕业论文 题 目：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英文题目: The Necessity of the Construction on Second Class English Teaching in Private CollegesBased on the Analysis of Krashens Theory of Second Language Acquisition学 院：西 方 语 言 学 院 专 业：英 语 姓 名： 女族365 学 号： 20060430245 指导教师：唐友军 2010年 4 月 28 日The Necessity of t
2、he Construction on Second Class English Teaching in Private CollegesBased on the Analysis of Krashens Theory of Second Language AcquisitionWritten byZhengJieandSupervised byTang YoujunSubmitted to the Western Languages Departmentof Qingdao Binhai Universityin Partial Fulfillment of the Requirementsf
3、or the Degree of Bachelor of ArtsApril 28, 2010毕业设计（论文）独创性声明该毕业设计（论文）是我个人在导师指导下进行的研究工作及取得的研究成果。文中除了特别加以标注和致谢的地方外，不包含其他人或其它机构已经发表或撰写过的研究成果。其他同志对本研究的启发和所做的贡献均已在论文中作了明确的声明并表示了谢意。作者签名： 日期： 年 月 日 毕业设计（论文）使用授权声明本人完全了解青岛滨海学院有关保留、使用毕业设计（论文）的规定，即：学校有权保留送交毕业设计（论文）的复印件，允许被查阅和借阅；学校可以公布全部或部分内容，可以采用影印、缩印或其它复制手段保存
4、该毕业设计（论文）。保密的毕业设计（论文）在解密后遵守此规定。作者签名： 导师签名： 日期： 年 月 日 Abstract：At the beginning, this paper generally analyses the five hypotheses of Krashens Theory of Second Language Acquisition. In the second part, it talks about the existing problems of college English teaching in private schools, and emphases o
5、n the necessity of the reform of college English teaching. Seen from Krashens Input Hypothesis and Affective Filter Hypothesis, this paper explores the new models of private college English teaching reforms, and puts forward the conception of Second Class. Based on all these foundation, it illustrat
6、es the necessities of Second Class construction in private college English teaching, and provides a variety of organizational forms and creative ideas of the Second 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 le
7、arning, but also a strong complement to first class English teaching which plays an important role in private college English teaching.Key words: Krashens Theory Private 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
8、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 of Krashens Theory of Second Language Acquisition22.1 The introduction of Krashens Theory22.1.1 The Acquisition-Learning Distinction22
9、.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 theory42.2.1 Advantages of the language structure study42.2.2 Conditions of the improvement of listening comprehension53. The Problems Exi
10、sting in Private College English Teaching and the Inspiration of Krashens Theory63.1 The problems existing in private college English teaching63.1.1 The current teaching 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 i
11、nterest.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 Theory of Second Language Acquisition93.2.2 The conception of the Second Class and the necessity of its development103.2.2.1 The conception
12、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 Teaching134.1 The effective forms of the Second Class134.1.1 The organization of “English Corner”134.1.2 The organization of English Association144
13、.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 the effect of the Second Class155. Conclusions17References19Acknowledgements201. IntroductionStephen Krashen is an expert in the linguis
14、tics field, specializing in theories of language acquisition and development. Much of his recent research has involved the study of non-English and bilingual language acquisition. Krashens widely known and well accepted theory of second language acquisition has had a large impact in all areas of sec
15、ond language research and teaching since the 1980s. His five hypotheses have been applied to many areas of language teaching, especially college English teaching. 摘要：英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
16、college English teaching reform, the modern university and college English teaching methods have undergone tremendous changes; teachers and students are no longer satisfied 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
17、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 Second Class in English teaching is a good example of the application of the Input Hypothesis and the Affective Filter Hypothesis.Th
18、e Second Class pays more attention on student-centered class teaching which could meets the requirement of every students development, and provides much richer learning contents than the curricular teaching methods, and it is also without the restrictions of time and place.Since there are many probl
19、ems 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 teachers should give enough attention to the construction of Second Class, and try to build a new evaluation mode to achieve the goal of
20、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 main purpose of the construction of Second Class is to create a relaxing and harmonious language learning environment that could reduce
21、the learners pressure, which is a reflection of Krashens Affective Filter Hypothesis.2. Description of Krashens Theory of Second Language Acquisition2.1 The introduction of Krashens TheoryKrashens theory of second language acquisition consists of five main hypotheses：the Acquisition-Learning Hypothe
22、sis；the Monitor Hypothesis；the Natural Order Hypothesis；the Input Hypothesis；and the Affective Filter Hypothesis. 2.1.1 The Acquisition-Learning DistinctionThe Acquisition-Learning Distinction is the most fundamental part of all the hypotheses in Krashens theory and the most widely known one among l
23、inguists and language practitioners. There are two independent systems of second language performance: “the acquired system” and “the learned system” (Krashen, 1981). The “acquired system” or “acquisition” is the product of a subconscious process that very similar to the process children undergo whe
24、n they acquire their first language. It requires meaningful interaction in the target language - natural communication in which speakers are not concentrated in the form of their utterances, but in the communicative act. The “learned system” or “learning” is the product of formal instruction and it
25、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 HypothesisThe Monitor Hypothesis explains the relationship between acquisition and lea
26、rning, and it defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. The acquisition system is the utterance initiator, while the learning system performs the role of the “monitor” or the “editor” (Krashen1981). The “monitor” acts i
27、n a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, and he/she focuses on the form or thinks about the correctness, and he/she knows the rule.It appears that the role of conscious learning
28、 is somewhat limited in second language performance. According to Krashen, the role of the monitor is being used only to correct deviations from “normal” speech and to give the speech a more “polished” appearance.Krashen (1982) also suggests that there is individual variation among language learners
29、 with regard to “monitor” use. He distinguishes those learners that use the “monitor” all the time (over-users); those learners who have not learned or who prefer not to use their conscious knowledge (under-users); and those learners that use the “monitor” appropriately (optimal users). An evaluatio
30、n of the persons psychological profile can help to determine what group they belong to. Usually extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-confidence is frequently related to the over-use of the “monitor”.2.1.3 The Natural Order Hypothesis The Natura
31、l Order Hypothesis is based on research findings (Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested that the acquisition of grammatical structures follows a “natural order” which is predictable. For a given language, some grammatical structures tend to be acquir
32、ed early while others late. This order seemed to be independent of the learners age, conditions of exposure, and although the agreement between individual acquirers was not always one hundred percent in the studies, there were statistically significant similarities that reinforced the existence of a
33、 Natural Order of language acquisition. Krashen, however, points out that the implication of the Natural Order Hypothesis is not that a language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.2.1.4
34、The Input hypothesisThe Input hypothesis is Krashens attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashens explanation of how second language acquisition takes place. So, the Input Hypothesis is only concerned with “acquisition” not “learning”. Th
35、e 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. (Krashen, 1981). For example, if a learner is at a stage “i”, then acquisition takes place when he/she is exposed to “Compr
36、ehensible 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 design a syllabus, ensuring in this way that each learner will receive some “i + 1” input
37、that is appropriate for his/her current stage of linguistic competence.2.1.5 The Affective Filter Hypothesis Finally, the fifth hypothesis, the Affective Filter Hypothesis embodies Krashens view that a number of “affective variables” play a facilitative, but non-causal role in second language acquis
38、ition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating
39、 anxiety can combine to “raise” the affective filter and form a “mental block” that prevents comprehensible input from being used for acquisition. In other words, when the filter is “up” it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own f
40、or acquisition to take place.2. 2 The applications of Krashens theory2.2.1 Advantages of the language structure study According to Krashen, the study of the structure of the language has general educational advantages and values that high schools and colleges may want to include in their language pr
41、ograms. The only instance in which the teaching of grammar can result in language acquisition (and proficiency) is when the students are interested in the subject and the target language. Very often, when this occurs, both teachers and students are convinced that the study of formal grammar is essen
42、tial for second language acquisition, and the teacher is skillful enough to present explanations in the target language so that the students could understand. In other words, the teachers talk meets the requirements for comprehensible input and perhaps with the students participation, the classroom
43、becomes a suitable environment for acquisition. The filter is low in regard to the language of explanation, as the students conscious efforts are usually on the subject matter and on what is being talked about not the medium.In effect, both teachers and students are deceiving themselves. They believ
44、e that it is the subject matter itself, the study of grammar is responsible for the students progress, but in reality their progress is coming from the medium and not from the message. Any subject matter that held their interest would do just as well.2.2.2 Conditions of the improvement of listening
45、comprehension According to Krashens “assumption” theory, the Second Language Acquisition Theory of listening strategies is the improvement of listening comprehension that depends on three conditions:The first condition is the selection of listening materials. According to Krashens comprehensible Inp
46、ut Hypothesis, listening materials should be gradually deepened, from easy to difficult. Non-English major students generally have not received formal voice training, so some of their pronunciation is full of mistakes. Clearly, the wrong pronunciations mislead the students during the listening, if t
47、he received wrong message produce a long-term stimulus, it will result in transmission of information barriers or information transmission errors. In the process of listening, if the students encounter a new or difficult sentence, they will be very natural to focus on these words or sentences, which
48、 would transfer the listeners concentration so that they can not keep up with the speed of the speaker, so as to obstruct the content of what they heard and understood. Therefore, the choice of listening materials should follow step by step, from the phrase to a long sentence, from sentence to the essay, from the essay to the scene dialogue; and the words appear in the listening materials should be familiar to students in some degree; the speed of the listening
