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1、 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） 统一填写“外国语言文学系”专 业： （四号宋体） 师范类学生填“英语教育”，其他填“英语”年 级： （四号宋体） 填写用全称，如“2009级”、“2010级” 指导教师： （四号宋体） 定稿不填写指导教师姓名，致谢也不要出现指导教师姓名。指导教师姓名在答辩后修改好的终稿才写上。 年 月 日 时间统一填写系里规定的上交定稿的时间1)页面设置：版心为297210mm；页边距要求：每一面的上方（T）2cm，下方（B）2cm，左（L）2cm，右（R）2cm，装订线（T）0.5
2、 cm，装订线位置（T）左，页眉1.5cm，页脚1.75cm，页码设置为：插入页码，居中；全文行距采用固定值，18磅。其余设置采取系统默认设置。2) 本科生论文总字数6000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16AbstractKrashens 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 te
3、aching. 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
4、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
5、 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
6、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 Cl
7、ass 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 H
8、ypothesis; listening teaching; the senior; application 摘 要克拉申的输入假说理论一产生就备受关注，许多学者对其在语言教学中的应用方面进行了许多研究。听，说，读，写这四项语言技能在语言学习和交际中是相辅相成，相互促进的。在四项语言技能中，听居于首位, 因为在日常交流中，人类大部分的信息都是来自于听。目前，输入假说比较常用于指导高校英语的听力、阅读、口语、写作，较少应用于高中英语教学。本研究试图将克拉申的输入假说理论应用于高中英语听力教学，改变传统的输入方式，对高中英语听力教学模式做一些探索性的尝试以提高学生的听力理解水平。本研究在对漳州市第
9、三中学高三两个班听力教学现状进行了问卷调查和分析的基础上，根据克拉申的输入假说，从增加可理解性输入这个方面，改变了传统的输入方式。为证明此听力教学方法的有效性，笔者对漳州市第三中学高三（1）班和（2）班进行了为期十周的教学实验。实验结果表明，以克拉申输入假说理论为基础的输入方式对提高高中学生的听力理解能力是有效的。关键词：输入假说；听力教学；高中；应用 ContentsAbstract. I1. Introduction11.1 The main basis of the study. 11.2 The purpose and significance of the study. 12. Li
10、terature review 32.1 About the Input Hypothesis 32.2 About listening. 52.3The Input Hypothesis research at home and abroad. 53. Applicatiaon of Krashens Input Hypothesis in Senior High School Listening113.1 The background of listening in senior high schools 33.2 Research design 33.3 Data collection
11、and analysis 34. Research Findings and Discussion 34.1 About two tests 34.2 About teaching suggestions35. Conclusion 3References.12Appendix.12Acknowledgements.13 1. Introduction 1.1 The main basis of the studyListening, speaking, reading and writing, regareded as the four basic skills of language, a
12、re 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. Thus, listening is quite important in language learning. The reform of the new curriculu
13、m in the middle schools has put forward higher requriement for the listening teaching of the senior high schools. However, the present situation of listening teaching in senior high schools is not satisfactory and there is little chance for students to listen. Krashens Input Hypothesis, as a compara
14、tively comprehensive theory in Second Language Acquisition research, has drawn a lot of attention since it appeared and many scholars have carried on many researches to its application to the language teaching. 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
