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随着素质教育的不断推广深入,英语课堂教学模式也在发生着深刻变化。课堂教学要以培养创新精神和实践能力为重点,要由过去的“一言堂”转变为“互动式”。互动式教学=教师起主导作用的讲授+学生主体的自主学习。20世纪80年代,Krashen在提出语言输入假说理论,二语习得者Swain在承认Krashen提出的语言输入假设的同时,又针对其不足提出了相应的语言输出假设理论。输入与输出性假设的提出很快成为外语理论界和教育界关注和争论的中心。这两种理论对于中国的二语习得的发展提供了良好的方法。
With the continuous popularization of quality education, English classroom teaching mode is also undergoing profound changes. Classroom teaching should focus on cultivating innovative spirit and practical ability, and should be transformed into “interactive ” from “one word building ” in the past. Interactive teaching = teachers play a leading role in the teaching + independent study of student subjects. In the 1980s, Krashen put forward the theory of language input hypothesis. The second language acquisitionist Swain, while acknowledging the language input hypothesis proposed by Krashen, proposed the corresponding linguistic output hypothesis for its deficiency. The introduction of input and output assumptions quickly became the focus of debate and debate in the foreign language theorists and educators. These two theories provide a good way for the development of second language acquisition in China.