摘要
受Krashen"输入假设"理论的影响,目前对外汉语听力教学强调"可理解性输入"及输入的频率,忽视输出在听力教学中的作用。本文通过一项实证研究发现,输入频率与听力理解量之间并非简单的正比例关系,输入频率只有增加到一定程度才可能有效提高听力理解成绩;而输出任务对听力理解成绩的提高具有显著作用,包含输出任务的听力训练模式效果显著好于无输出任务的训练模式,由此我们提出一种输入与输出相结合的听力训练模式。
Influenced by Krashen＇s Input Hypothesis, the present Chinese listening teaching emphasizes the ＂comprehensible in- put＂ and the input frequency, and ignores the effects of output. Through an empirical research, we found that the input frequen- cy was not directly proportional to the performance of listening comprehension. The listening comprehension would be significant- ly improved only when the input frequency rose to a certain extent. On the other hand, output tasks had significant effects on the performance of listening comprehension. The training model with output tasks was much better than that without those tasks. Based on the findings, we put forward an Input-Output training model.
出处
《华文教学与研究》
CSSCI
2010年第2期21-26,共6页
TCSOL Studies
关键词
听力理解
输入
输出
频率
listening comprehension
input
output
frequency
