由克拉申‘i+1’理论引发的二语习得顺序启示 -以韩国大学初级汉语习得者为例-
Enlightenment of two language acquisition sequence triggered by Krashen's ‘i+1’ Theory
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In the modern Chinese teaching, the teaching materials are very important constituent part. The ability to use language is one of the most important goals in Chinese teaching. The most important thing to develop language ability is to improve language skills. Krashen's five core hypothesis is the input hypothesis. The guiding principle of language input in foreign language teaching is the understanding of the general law of teaching. Language has relevance, so that learners can connect with the last knowledge point when they learn the next content, So as to reduce the next knowledge. Teaching in Chinese language has been discussed in recent years the country and specific problems, and the comparative study of Chinese textbooks also gradually in-depth. The difficulty of understanding points stimulates the learners' enthusiasm and interest in learning other languages.
Abstract
In the modern Chinese teaching, the teaching materials are very important constituent part. The ability to use language is one of the most important goals in Chinese teaching. The most important thing to develop language ability is to improve language skills. Krashen's five core hypothesis is the input hypothesis. The guiding principle of language input in foreign language teaching is the understanding of the general law of teaching. Language has relevance, so that learners can connect with the last knowledge point when they learn the next content, So as to reduce the next knowledge. Teaching in Chinese language has been discussed in recent years the country and specific problems, and the comparative study of Chinese textbooks also gradually in-depth. The difficulty of understanding points stimulates the learners' enthusiasm and interest in learning other languages.
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