简介:TeachingEnglishasacompulsorysubjectinCenderawasihUniversityhasalwaysbeenachallengingone.ThesituationandconditionfacedbythelecturerswhoarefromEnglisheducationprogramarecomplex.TheyhavetoteachEnglishinthefirstyear,sometimesuntilsecondyearfornon-Englishmajorstudentsfromdifferentprograms.Atthesametime,theydealwithbigclassesfromallprograms.Issuesintheteachingandlearningprocessintheclassroommayincludetotalnumberofstudents,students’backgroundknowledgeoflearningEnglish,learningconditions,andteachingandlearningstyle.Sincetheseissueshavehappenedthroughouttheyears,severalelementsfromKrashenhypothesiscanbeconsideredtohelptocreateabetterlanguagelearningenvironment.Thisstudyfocusesonthoseelementsofcomprehensibleinput,reducedanxietylevel,andactiveparticipation.TheseelementscanbeurgentlysuggestedtoEnglishteachingandlearningprocessatuniversitylevel,particularlytoteachEFL(Englishasaforeignlanguage)tomixed-levelnon-Englishmajoruniversitystudentstoproduceaneffectivelanguagelearningenvironment.
简介:摘要:Krashen二语习得理论对我国高中英语教学具有指导作用。当前,高中英语教学存在着传统教学与交流导向不匹配、教师素质与新课程需求不契合、中文授课与英语交流矛盾等问题。基于Krashen二语习得理论,我们建议英语教育应注重学生语言应用能力,教师要提升教学技能和培养学生兴趣和信心,同时采用双语或全英授课模式以提高英语输入质量和创造英语语言环境。