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通过有效的输入促进学生的输出:斯蒂芬·克拉申认为学生在产出语言之前,有一个习得者没有能力讲话的时期叫沉默期。“精调”输入,是指经过精选的、适应学生语言水平的语言。是为有意识的学习而选择的语言,允许老师指正。教师只充当或扮演操纵者的角色,对听到、见到学生的错误进行相当严格的纠正。我注重的是课堂输入,一段时间之后,我调整了课堂输入的量,有意识的为汉娜创造输出的机会。合理控制输入的内容和数量:斯蒂芬·克拉申认为语言输入是指学生听到、读到的语言部分。父母常会把他们使用的语言简化到幼儿差不多能理解的范围之内,但并不简化到很精确的程度,只使用些基本结构。他们将在不知不觉中“习得”以前不知道的一些语言规则。在课堂中将输入和输出的比例调节适宜,促使有效的输入和较高质量的输出,并不是一件容易的事情。特别是随着学生水平的不断提高,在保证输入的高效时,要更多地注重促进学生的输出。
Promote Students’ Output Through Effective Input: Stephen Krashen argues that students have a silent period during which a learner is incapable of speaking before producing a language. “Fine tune ” input, is a carefully selected, adapted to the language level of students language. It is the language of choice for conscious learning, allowing the teacher to correct it. The teacher acts or manipulates only as a teacher and corrects the mistakes heard and seen by the student fairly rigorously. My focus is on class input. After some time, I adjusted the amount of input in the class and consciously created the output for Hannah. Rational control of the content and amount of input: Stephen Krashen that language input refers to the students hear, read the language part. Parents often simplify the language they use to the barely understandable range of toddlers, but it does not simplify to very precise levels, using only basic structures. They will unconsciously “learn” some of the language rules that were not known before. Adjusting the proportions of input and output in the classroom is not an easy task for efficient input and higher quality output. Especially with the continuous improvement of the students ’level, more emphasis should be put on promoting students’ output while ensuring the input efficiency.