A Study On The Construction Of Interpreting Flipped Classroom Under The Guidance Of Krashen’s Input Hypothesis

With the development of globalization and international communication,the importance of interpreting activities has become more and more prominent,which makes the significance of interpreter training stand out.The second language teaching is an indispensable part of the interpreter training.In 1985,the American linguist Steven.Krashen first proposed the theory of input hypothesis,and input hypothesis theory is one of the most important theories in the study of second language acquisition.Krashen points out that the basic method of human language acquisition is to understand language input.Comprehensible language input material is indispensable for language acquisition.In recent years,many scholars have concentrated on the analysis of Krashen’s theory from the perspective of instruction,trying to use the Krashen input hypothesis to guide the development of second language teaching.The flipped classroom can give full play to the initiative of students,so the research on teaching in the flipped classroom has received more and more attention.However,there are few studies on the combination of the flipped classroom and interpreting teaching.As interpreting teaching is featured by a high level of practicality,the traditional teacher-led classroom is difficult to meet the needs of real interpreter training,while the student-led flipped classroom can be a good solution to this problem.This thesis aims to explore the construction of the pre-class preparation part of the interpreting flipped classroom with the guidance of Krashen’s input hypothesis.Under the guidance of Krashen’s input hypothesis,three factors are proposed in the thesis as part of the pre-class preparation of the interpreting flipped classroom.First,students and instructors should fully understand that they have different roles to play in interpreting flipped classroom than in the traditional classroom.Students should give full play to their initiative,and instructors should take more responsibility in guiding and organizing;second,instructors should accurately understand the students’ real linguistic competence through testing in order to select teachingmaterials with difficulty slightly higher than the student’s current level;thirdly,as teaching materials are very important in interpreting training,teachers and students should explore appropriate learning materials as an aid to improve the language learning environment and understand the cultural background of the target language.