基于克拉申输入假说的中学生的听力理解能力研究.doc

漳州师范学院 毕业论文 ENGLISH TITLE 题 目 姓 名： （四号宋体） 学 号： （四号宋体） 系 别： （四号宋体） 专 业： （四号宋体） 年 级： （四号宋体） 指导教师： （四号宋体） 年 月 日 1)页面设置：页码设置为：插入页码，居中000英文单词以上 3) 论文装订顺序为： 封面，英文摘要，中文摘要，目录，正文，参考文献，致谢 Abstract Krashen’s Input Hypothesis has drawn a lot of attention since it appeared and many scholars have carried on many researches to its application to the language teaching. Listening, speaking, reading and writing, regareded as the four basic skills of language, are complementary each other in language learning and communication. Listening ranks first in these four basic skills because most of the information human beings gain in daily communication is through listening. At present, the Input Hypothesis is frequently applied to the instruction of college listening, reading, speaking and writing but its application to English listening teaching in senior high schools is scarce. So this paper tried to apply the Input Hypothesis to English listening teaching in senior high schools and changed the traditional input method in order to make an explortive attempt on the model of English listening teaching in senior high schools to improve students’ listening comprehension competence. On the basis of the ananlysis of a questionnaire for present situation of the listening teaching in two classes in No.3 Middle School in Zhangzhou, the paper changed the traditional input method from the aspect according to the Input Hypothesis: increasing comprehensive input. In order to confirm the validity of this method, the writer made a ten-week experiment to the Class 1 and Class 2 in Grade Three in No.3 Middle School in Zhangzhou. The research results indicated the significant differences between the two classes and the method according to the Input Hypothesis is effective in improving senior students’ listening comprehension competence. Key words: the Input Hypothesis; listening teaching; the senior; appl