A study of Pre-school English teaching from the perspective of Krashen’s Input Hypothesis_英语论文

摘要

随着经济全球化的迅速推进，国际社会出现多语言多文化并存的社会发展趋向。与此同时，英语教育的重要性日益凸显，英语教育的启蒙年龄不断下移，幼儿英语学习成为一种时尚。多语言环境下学前儿童的语言发展成为了国际学前教育领域的一个热点话题。本研究以Krashen的输入假说为理论框架，全面分析我国学前儿童的英语教学现状，旨在为多语环境下的学前儿童的英语教育提供相关建议，研究结果可为制定合理的学前语言教育政策提供一定的参考依据。

关键词：学前儿童；输入假说；英语教学

Abstract

With the rapid development of economic globalization, the international community has the trend of multi-language and multi culture coexistence. At the same time, the importance of English education is becoming more and more prominent. The age of Enlightenment of English education is constantly moving down. The language development of pre-school children in multi-language environment has become a hot topic in the field of International Preschool education. In this study, Krashen's input hypothesis is a kind of theoretical framework, a comprehensive analysis of the present situation of English Teaching in preschool children in our country. In order to provide relevant suggestions for English education multilingual preschool children, the results can provide a reference for our country to develop reasonable preschool language education policy.

Key words: preschool children; Input hypothesis; English Learning 

Contents

1. Introduction 5

2. Demonstration 6

2 .1 Literature Review 6

2.1.1 The Input Hypothesis 6

2.1.2 The study of the "input hypothesis" in China 8

2.2 Analysis of current situation of pre-school English teaching in China 9

2.2.1 Lack of environment foreign language acquisition .10

2.2.2 Lack of motivations for foreign language acquisition .11

2.2.3 Lack of qualified and excellent teachers 11

2.3 Suggestions.12

2.3.1 Advice to Teachers 12

2.3.2Advice to Students.14

2.3.3Advice to parents.14

3. Conclusion 15

Work Cited.16

Bibliography.17