兒童英語(yǔ)學(xué)習(xí)的研究（終）

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五。根據(jù)ZPD理論，對(duì)新知識(shí)的輸入是考慮。Krashen（Krashen，1982）”把可理解性輸入量“（input+ 1 ） 作為學(xué)習(xí)過(guò)程中的一個(gè)關(guān)鍵因素。當(dāng)新的輸入知識(shí)或信息保持在可理解或近似的水平時(shí)，原始知識(shí)水平與知識(shí)輸入水平的差異將進(jìn)一步刺激學(xué)生的語(yǔ)言發(fā)展。這和維果茨基的“ZPD”理論和布魯納的理論“腳手架”是給成人或不謀而合，在現(xiàn)有的兒童的支持和指導(dǎo)的知識(shí)水平范圍內(nèi)的適當(dāng)水平的同行，是孩子發(fā)展和導(dǎo)演的核心因素。但在許多情況下，成人和兒童學(xué)習(xí)語(yǔ)言，他們被告知只是現(xiàn)有的語(yǔ)言水平是過(guò)于簡(jiǎn)化的語(yǔ)言，而不是更廣泛的語(yǔ)言環(huán)境的新語(yǔ)言。這一原則實(shí)際上與挑戰(zhàn)和冒險(xiǎn)的重要性有關(guān)。如果語(yǔ)言輸入始終保持在學(xué)生的現(xiàn)有語(yǔ)言水平上，學(xué)生就沒(méi)有機(jī)會(huì)面對(duì)挑戰(zhàn)和風(fēng)險(xiǎn)，從而失去了成功學(xué)習(xí)語(yǔ)言的必要條件。六。語(yǔ)言應(yīng)以完整的形式出現(xiàn)。多年來(lái)，人們把語(yǔ)言分成幾個(gè)單獨(dú)的單元——傳統(tǒng)的結(jié)構(gòu)單元或語(yǔ)法單元——學(xué)生們一點(diǎn)一點(diǎn)地教他們。然后學(xué)生們把破碎的東西拼在一起作為理解語(yǔ)言的難題。然而，這不是孩子學(xué)習(xí)母語(yǔ)的過(guò)程。他們沉浸在廣闊的語(yǔ)言環(huán)境中，吸收和使用整個(gè)語(yǔ)言，并在更深的潛意識(shí)中逐漸理解他們的結(jié)構(gòu)和語(yǔ)法。劉易斯（Lewis，1993）主張外語(yǔ)教學(xué)應(yīng)從學(xué)生的語(yǔ)言段或全語(yǔ)言發(fā)展而來(lái)。

  Five. According to the ZPD theory, the input of new knowledge is put into account. Krashen (Krashen, 1982) regards the comprehensible quantity of input (input+1) as a key factor in the process of learning. When new input knowledge or information is kept at an understandable or approximate level, the difference between the original knowledge level and the input level of knowledge will further stimulate the students' language development. This and Vygotsky's ZPD theory and Bruner's theory of "scaffolding" is given to adults or agree without prior without previous consultation, peers at the appropriate levels outside the scope of the existing level of knowledge of child support and guidance, is the core factor of child development and director. But in many cases, both adults and children learn language, they are told to just the existing language level is too simplified language, rather than the broader language environment of new language. This princi is in fact related to the importance of challenge and adventure. If the input of language is always maintained at the existing language level of students, students will not have the opportunity to face challenges and risks, thus losing the necessary conditions for successful language learning. Six. Language should appear in a comte form. For many years, peo have divided language into separate units - traditionally structural units or grammatical units - taught little by little to students. The students then puzzle the broken pieces together as a puzzle to understand the language. However, it is not a process for children to learn their mother tongue. They are absorbed in the vast language environment, absorb and use the whole language, and gradually understand their structure and grammar in a deeper subconscious. Lewis (Lewis, 1993) advocates that foreign language teaching should develop from students' language segments or comte language