“层次性原理”认为教学过程是师生交流的过程。交流可分为不同层次:元素层次(词语交流;命题层次(语句交流;模式层次(语句网络交流。师生的交流必须在同一层次下才能进行。不分层的常规教学中,教师必须兼顾到同一班级不同学生的需求和接受能力,这在一定程度上必然是以牺牲部分学生的学习积极性为代价的。并且当需求、接受能力、英语基础等影响因素过于多样性的时候,教师很难在课堂上达到兼顾,即在此种课堂中很难找到一种可供交流的同层次的语言。而分层教学较好的解决了这一问题。
20世纪80年代,美国著名应用语言学家克拉申在研究人的第一语言输入过程中提出了著名的“i+1”理论。这一理论认为,人类只有获得可理解性的语言输入,才能习得语言。这也就是说,人们只有在理解了语言的含义之后才可能习得这种语言,人们习得语言的唯一途径就是获得可理解性的语言输入。他用“i+1”来表示可理解的语言输入。“i”代表学习者的现有水平,“1”代表稍微超出学习者现有水平的语言知识。如果学习的内容远远超出学习者现有的水平,即输入的语言知识对于学习者来说是不可理解的,那么就会使学习的效果大打折扣。
I was born in a beautiful town with high mountains around it.The mountains are covered with all kinds of green bamboo.Through the town runs a small stream.It’s said that a new railway is going to be built to the east of the town and a bamboo factory to the west.All the children of the school age can go to school.If anyone is ill,he can go to see the doctor in the newly-built hospital.People in the town are hard-working and never take the backwardness lying down.Though they are having a richer and better life,they are not satisfied with what they have got.They are working hard to build their town into a modern one.
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