the_role_of_reciting_input_in__english_learning毕业论文(编辑修改稿)

the_role_of_reciting_input_in__english_learning毕业论文(编辑修改稿)内容摘要：

e teachers exploit to inspect students’ learning situation and feedback on the acquisition of knowledge. It is an efficient approach to cultivate their language intuition, which can deepen the content of what they have acquired in the learning process. Significance of Reciting Input in Language Learning Language learning in the first phase has an imitative process, and the imitation should first have a mass of language information input as well as rich language accumulation. 李敏： The Role of Reciting Input in English Learning 6 American linguist Krashen proposed that successful foreign language learning should possess abundant, natural corpus and the input with related knowledge. According to considerable language information input, the learner can realize the output of information and the imitation to reach the fluent nature of language expression. Mostly, national students who learn English are situated in the first stage, and their language awareness is extremely limited for the lack of second language acquisiton environment which requires effective methods and intensive input of massive language information with lots of corpuses provided for the imitation. Therefore, recitation is a shortcut to reach the target and its role should be stressed in the process of English learning. First of all, on one hand, the long and benign repeated language can help to strengthen the knowledge of grammar and the vocabulary. On the other hand, recitation can make the reserve of corpuses 蚌埠学院本科毕业论文 7 3. Related Research on Reciting Input Reciting input is the traditional language learning method in China, which is widely used in Chinese teaching. English also belongs to a language course, and it is basically the same as Chinese teaching. Hence, reciting input is also appropriate for English learning and students’ learning habits The Theoretical Basis of Reciting Input Considering reciting input, it is based on Krashen’s theory in second language acquisition.(Krashen,1982) In terms of this theory, Krashen holds that language acquisition is pleted by the language input and the main task in the teaching should focus on the ideal language input for students so as to facilitate language acquisition. The best language input includes four requisite conditions: (1) prehension。 (2) interesting and relevant。 (3) not grammatically sequenced。 (4) enough amount of input. Within these conditions, understandable input is the indispensably environmental factor, which is famous as Krashen’s language input theory. Reciting input accords with Krashen’s language input principles. In addition, reciting input is an understandable input. As the language materials concerned with recitation is selected by the teachers from the text learned by the students. Such input can be prehended, and it will help to produce the output of language. By means of reciting input, students can not only contact with the target language more to deepen the understanding and knowledge accumulation, but also learn to use the standard English to express their thoughts so that the negative influence of their mother language can be surmounted. Finally, their municative petence will be improved. Therefore, reciting input has a special significance and merits the best language input. Bilvstok’s theoretical pattern of second language acquisition (1978: 28) divided the linguistic knowledge of foreign language learners into two types: explicit linguistic knowledge and implicit linguistic knowledge. The explicit linguistic knowledge refers to the linguistic knowledge related to all the target language in the learner’s consciousness, including phoics, grammar, vocabulary, etc, which exist in the learner ’s consciousness and can be expressed clearly. Implicit knowledge refers to those internalized linguistic knowledge that lies in the learner’s subconscious mind, which can make the learner use language 李敏： The Role of Reciting Input in English Learning 8 smoothly without thinking. From such linguistic pattern, a conclusion can be made that the more implicit knowledge a person possesses, with the higher level could he skillfully use the target language. Corder thinks that the learner’s mother language provides rich hypotheses that is concerned with the target language, and with a large amount input of target language, the disturbing degree will decrease so that a cognitive and grammatical system can be developed. This point is very important in the first stage but usually ignored. Actually, students often read intensively on the paragraph or text, merely analyzing the grammar in each sentence and the verbal usage. In fact, context is an important factor to grasp the words, and the amount of language input as an effective method can overe the disturbance of the mother language. From the perspective of information processing, memory is a process involves the information input, processing, reserve and output, etc. The knowledge that people grasp mainly es from the conscious memory which refers to the memorization with certain purpose as well as volitional effort leads to the active attitude of the learner. Thus, the content of the memorization will be plete, and the effort stable. Schmid (1990) in his Noticing Hypothesis points out that all the learning needs attention which can be the most concentrated during the process of reciting input. Many scholars have a large number of studies on reciting input. Deng Liming (20xx, 4) points that reciting input can overe the negative transfer in English writing。 Ding Yanren has illustrated the positive effect of reciting text on the phrasal knowledge. What’s more, Dong Wei and Fu Lixu’s experimental research has proved that reciting input has a promoting effect on translating and writing. Analysis on Some Related Theory of Reciting Inp。