The Influence of Krashen’s Input Hypothesis on Teaching College English Listening in China

Chao LI

Abstract


Listening is the main task in college English language teaching. Listening comprehension of English is also a big obstacle for English majors. Most college students consider listening comprehension to be the most difficult aspect and the weakest part in students’ English studying. Therefore, how to improve a college student’s listening comprehensive ability becomes a hot topic among English teachers. This paper explains Krashen’s Input Hypothesis, analyzes the current situation of listening courses in college in China, and the influence of Krashen’s Input Hypothesis on college English listening. Thus, the English teachers can arouse the student’s interest in learning English and improve their listening ability.

Keywords


Krashen’s Input Hypothesis; College English listening; Influence

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References


Cook, Vivian (2000). Second language learning and language teaching. Beijing: Foreign Language and Research Press, pp.56-88.

Rod, Ellis (1990). Instructed second language acquisition (pp.77-90). Oxford: Oxford University Press.

Rod, Ellis (1994). The study of second language acquisition (pp.50-66). Oxford: Oxford University Press.

Stephen, Krashen (1982). Principles and practice in second language acquisition (pp.10-32). Oxford: Pergamon Press.

Stephen, Krashen (1985). The Input Hypothesis: Issues and implication (pp.20-48). London: Longman.




DOI: http://dx.doi.org/10.3968%2Fj.sll.1923156320130603.5271

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