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The Influence of “i+1” on Chinese Foreign Language Teaching Methods
WANG Yan
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DOI:10.17265/1539-8072/2017.08.002
Harbin Engineering University, Harbin, China
The “Monitor Model” explains the process and its situation from five different parts: the acquisition/learning, monitor, natural order, input, and affective filter. The Input Hypothesis, as one part of “Monitor Model” proposed by Stephen D. Krashen, suggests that the comprehensible input plays a key role in the language acquisition. Nowadays, the Input Hypothesis, with “i+1” as its core proposal, influences Chinese foreign language teaching from various aspects. But there are also many disputes. In this paper, the author intends to elaborate on its main contents, characteristics, influences on foreign language teaching, existing defects, and so on, aiming to achieve the goal of reviewing of this theory and its influence in China.
“i+1”, Input Hypothesis, foreign language teaching methods
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