输入假说理论下高一学生英语听力障碍的成因分析与教学策略

An Analysis of the Causes of Senior One School Students’ English Listening Comprehension Barriers and Corresponding Teaching Strategies under the Input Hypothesis

摘要: 基于输入假说理论，本论文探讨了普通高中高一学生英语听力障碍的主要成因，分析了高一学生听力障碍的主要表现层面，并结合Krashen的输入假说对高一学生英语听力障碍的成因进行了分析，当高一学生的可理解输入不足或输入难度超过学习者水平(i + 1)时会对学生的听力产生障碍，另外情感过滤过高和输入缺乏持续性也会加剧他们的英语听力障碍。本论文基于此提出了对应的教学策略，旨在为高一学生的英语听力教学提供理论与实践指导。

Abstract: Based on Krashen’s Input Hypothesis, this paper explores the primary causes of English listening comprehension barriers among Senior One students in regular senior high schools. It identifies the main manifestations of listening difficulties and analyzes their underlying causes through the lens of the Input Hypothesis. When Senior One students lack sufficient comprehensible input or when the difficulty of input exceeds their current linguistic level (i + 1), listening comprehension barriers are likely to occur. Furthermore, an excessively high affective filter and the lack of sustained input can exacerbate students’ listening difficulties. In response to these findings, this paper proposes corresponding teaching strategies, aiming to provide both theoretical and practical guidance for improving English listening instruction in Senior One School.