输入假说视域下初中英语听力课堂可理解性输入的实现策略

Strategies for Implementing Comprehensible Input in Junior High School English Listening Classrooms from the Perspective of the Input Hypothesis

摘要: 可理解性输入是语言习得的重要条件，其核心在于学习者能够理解略高于自身现有水平的语言输入，但其在初中英语听力教学中的有效实现仍存在理论阐释与课堂实践衔接不足的问题。现有研究多侧重于具体策略或单一维度的问题分析，对影响可理解性输入课堂实现的多重因素及其内在关联关注相对不足。基于克拉申输入假说及情感过滤假说，本文从输入难度、语境支持、课堂活动和情感环境四个方面分析相关教学问题，并提出难度调控、语境支架、任务重构和情感调节等教学策略。本文尝试将可理解性输入理解为由难度调控、语境支架、输入加工与情感过滤共同作用的动态过程，指出初中英语听力教学不宜将“可理解性”简单等同于降低材料难度，而应通过背景知识激活、视觉支持和任务重构等方式促进学生对语言输入的有效理解与加工，在“可理解”与“有挑战”之间形成动态平衡，为初中英语听力教学提供一种可供参考的策略框架。相关策略的实际教学效果仍有待进一步实证检验。

Abstract: Comprehensible input is an important condition for language acquisition. Its core lies in learners’ ability to understand language input slightly above their current level. However, its effective implementation in junior high school English listening teaching still faces the problem of insufficient connection between theoretical interpretation and classroom practice. Existing studies mostly focus on specific strategies or problem analysis from a single dimension, and relatively insufficient attention has been paid to the multiple factors affecting the classroom implementation of comprehensible input and their internal relationships. Based on Krashen’s Input Hypothesis and the Affective Filter Hypothesis, this paper analyzes related teaching problems from four aspects: input difficulty, contextual support, classroom activities, and affective environment, and proposes teaching strategies such as difficulty regulation, contextual scaffolding, task reconstruction, and affective regulation. This paper attempts to understand comprehensible input as a dynamic process jointly shaped by difficulty regulation, contextual scaffolding, input processing, and affective filtering. It points out that junior high school English listening teaching should not simply equate “comprehensibility” with reducing material difficulty; rather, it should promote students’ effective comprehension and processing of language input through means such as activating background knowledge, visual support, and task reconstruction, forming a dynamic balance between “comprehensible” and “challenging”, and thereby providing a strategic framework for reference for junior high school English listening teaching. The actual teaching effects of the relevant strategies still need further empirical testing.