The Applied Research On 'The Input Hypothesis' And 'The Affective Filter Hypothesis' Of Krashen In Elementary Chinese Speaking Courses

When I tought elementary speaking Chinese,I found many problems.For example,students could not express correctly and fluently because they haven't comprehended the meaning of the grammar correctly.Other problems such as the fossilization of pronunciation problems?the lack of motivation and confidence?high level of anxiety etc also exist.To solve these problems,I try to imply ‘the Input Hypothesis' and ‘Affective Filter Hypothesis' into the actual teaching.And I have gotten good results.So this thesis will explore how to imply the two hypotheses to the procedures of elementary speaking Chinese,combing the actual teaching cases.By these exploration,I hope the quality of teaching would improve.At first,I explored the implication of ‘the Input Hypothesis' in three aspects.First,I explored how to use the hypothesis in grammar teaching.In order to solve the problems of misunderstanding of grammar and speaking with disfluency,I explored how to imply the hypothesis into grammar teaching by combing the actual teaching cases.The result shows that providing plenty of comprehensive input to students in speaking classes is helpful for students to acquire the language and express fluently.The second one is the application in pronunciation practicing.Aiming at the fossilization of pronunciation problems,I explored the valuation of solving these problems by using this hypothesis.The result is that by using ‘telling the different tones' ? ‘correct the pronunciation for each other'? ‘watching videos' etc.,students could find the errors by themselves?imitate the correct pronunciation,and get the aim of correct pronunciation.Third,I explored how to use it to the design of teaching sign.In order to provide as much as comprehensive ‘i+1' input,I explored how to combine the teaching signs with the content of textbook,teaching students in a natural and communicative way.Then in order to solve the problems of lacking the motivation of studyisng ?lacking confidence and having high level of anxiety,I explored the implication of‘Affective Filter Hypothesis' in there procedures of teaching:preparing classes?teaching and practical practice after school.The first research is in preparing classes.To improve the motivation of study,I explored the affection of the structure of age of each classes.The conclusion is if we want to enhance the motivation of students,we need to analysis the structure of age and design counterpart teaching activities.Besides,in order to improve the confidence of students,I tried to analysis the characteristics of students from different countries in my class.According to these characteristics,I proposed teaching suggestions to make students show there advantages in class,cultivating there confidence.At last,I explored how to reduce the anxiety of students by preparing classrooms.In the second research,I explored the implication in teaching procedure.In the first step,I explored how to design a good class lead-in to light the motivation and confidence of students.Then in order to reduce the anxiety in grammar learning,I explored the suitable way for elementary teaching combing with ‘ Task Based Approach'.As for practicing procedure,I explored how to optimize the design of activities and provide teaching suggestions.The third research is about the implication in language practicing.Aiming at solving the problems of anxiety in daily communication,I explored how to lead students to make language practicing after school combing with actual teaching cases.