输入假说视域下人工智能赋能英语专业听力教学的创新研究

An Innovative Study on AI-Empowered Listening Instruction for English Majors within the Framework of the Input Hypothesis

摘要: 在全球化与教育数字化转型背景下，英语专业听力教学面临传统模式僵化、学生兴趣不足、能力提升受限等问题，且现有人工智能辅助教学研究缺乏扎实理论支撑。克拉申输入假说的可理解性输入与人工智能数据分析能力具协同潜力，本研究旨在探索该视域下人工智能赋能听力教学的创新路径，构建理论与技术融合的教学模式。研究主要聚焦两个问题：(1) 在英语专业听力教学中，相比于纯人工智能教学模式，输入假说视域下的人工智能教学模式有何优点？(2) 输入假说如何与人工智能有机结合能够为英语专业听力教学带来最佳效益？发现该模式能够解决传统教学输入主观性强、学情分析粗放的问题，提升教学针对性。未来需关注数据隐私等伦理问题，推动形成适应教育数字化的新型教学范式。

Abstract: Against the backdrop of globalization and educational digital transformation, listening teaching for English majors confronts challenges such as rigid traditional models, low student engagement, and limited capacity for skill enhancement. Existing research on Artificial Intelligence (AI)-assisted teaching often lacks robust theoretical foundations. The “comprehensible input” concept from Krashen’s Input Hypothesis demonstrates synergistic potential with AI’s data analysis capabilities. This study aims to explore innovative approaches for AI to empower listening teaching through this theoretical lens and construct a teaching model that integrates theory with technology. The research focuses on two key questions: (1) In English major listening instruction, what advantages does an AI teaching model informed by the Input Hypothesis offer compared to pure AI-driven approaches? (2) How can the Input Hypothesis be organically integrated with AI to maximize benefits for English major listening teaching? Findings reveal that this model addresses issues of subjective material selection and superficial learner analysis in traditional teaching, significantly enhancing the relevance of instruction. Future research should prioritize ethical considerations such as data privacy to foster the development of new teaching paradigms adapted to educational digitalization.