Application of Krashen's Input Hypothesis in College English: Empirical Findings and Curriculum Implications
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i8.2504
Abstract
College English education in Chinese universities often lacks innovation and theoretical grounding, resulting in outdated teaching methodologies that do not meet students' practical needs. This paper proposes enhancing the curriculum by applying Krashen's "language input hypothesis" to diversify teaching content and improve instructional approaches. Empirical findings demonstrate its effectiveness in enhancing students' language acquisition and communicative competence. Moving forward, improving college English education requires integrating theory with practice, innovating teaching models, and adapting successful international methods locally.
Keywords
language acquisition, language input hypothesis, teaching innovation, curriculum development
Funding
2023 National Foreign Language Teaching and Research Project(2023JN0006) from Shanghai Foreign Language Education Press.
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[2] Krashen S. Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamon Press; 1981: 50-65.
[3] Krashen S. Principles and Practice in Second Language Acquisition[M]. Oxford: Pergamon Press; 1982: 100-115.
[4] Krashen S. The Input Hypothesis: Issues and Implications[M]. London: Longman; 1985: 80-95.
[5] Ellis R. Introduction to Second Language Acquisition[M]. Beijing: Commercial Press; 2015: 45-120.
[6] Ur P. Teaching English as a Foreign Language: A Course Book [M]. Beijing: Foreign Language Teaching and Research Press, 1996: 121-200.
[7] Xie Y. The Positive Influence of L1 on L2 Acquisition: A Review of "Second Language Acquisition Research" [J]. News and Writing. 2017; (10): 123
[8] Zhang W. The Application of Language Input in Second Language Acquisition [J]. Overseas English. 2014; (10): 271-272+282
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