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语言习得不同于语言学习。要习得语言,就必须通过i+1可理解输入(Krashen,1982)。可理解输入是形成自身语言系统的关键。然而,输入过滤却往往成为二语习得者接受可理解输入的障碍,特别是情感过滤及认知过滤的影响更为突出。通过提供真实场景于综合英语课堂教学的任务型教学能最大程度上使课堂活跃而变得轻松,从而减少二语习得者的输入过滤而获得可理解输入进而一定程度上获得语言习得。
Language acquisition is different from language learning. To acquire a language, you must understand the input by i + 1 (Krashen, 1982). It is understandable that input is the key to forming its own language system. However, input filtering often becomes a barrier for second language learners to accept comprehensible input, especially affective filtering and cognitive filtering. By providing real-world scenarios in integrated English classroom teaching, task-based instruction can maximize the activity of the class and thus ease the input filtering of second language acquisition to gain comprehensible input and, to some extent, language acquisition.