基于克拉申“输入假说”的汉语声调教学研究——以泰国汉语学习者为例

Study on Chinese Tone Teaching Based on Krashen’s “Input Hypothesis” —A Case Study of Thai Chinese Learners

摘要: 克拉申(Krashen)的“输入假说”为第二语言习得提供了重要理论支撑，基于此理论，针对泰国汉语学习者的四个基础声调的学习难点，分析声调特征以及学习者的偏误类型，系统地探讨声调教学的有效策略。结合“输入假说”的核心原则，例如“可理解输入”“i + 1”理论等，还根据“情感过滤假说”等理论设计多模态输入、任务驱动型教学方案，提高学习者对声调的感知能力与输出能力，降低学习者的情感焦虑。

Abstract: Krashen’s “Input Hypothesis” provides important theoretical support for second language acquisition. Based on this theory, this paper focuses on the learning difficulties of the four basic tones faced by Thai learners of Chinese, analyzes the characteristics of tones and the learners’ error types, and systematically explores effective strategies for tone teaching. By integrating the core principles of the “Input Hypothesis” (such as “comprehensible input” and the “i + 1” theory) and drawing on theories like the “Affective Filter Hypothesis”, the paper also designs multimodal input and task-based teaching plans. These plans aim to improve learners’ perceptual and productive abilities in tones and reduce their affective anxiety.