克拉申输入假说在英语听力课堂上的应用研究的中期报告Introduction:Listeningcomprehensionisconsideredasoneofthechallenginglanguageskillsintheprocessofacquiringasecondlanguage.Manyfactorsmayaffectlisteningcomprehension,suchastheabilitytorecognizesounds,vocabulary,grammar,context,andbackgroundknowledge.Therearevariousmethodsandtechniquesemployedtoimprovelisteningskills,includingintensiveandextensivelistening,usingvisuals,listeningtoauthenticmaterials,andmore.Inthisstudy,wewillexploretheapplicationofKrashen'sInputHypothesisinimprovinglisteningskillsofsecondlanguagelearners.Background:Krashen'sInputHypothesisisoneofthemostinfluentialtheoriesinthefieldofsecondlanguageacquisition.AccordingtoKrashen,languageacquisitionoccurswhenlearnersreceivecomprehensibleinput,whichreferstolanguagethatisjustbeyondtheircurrentlevelofunderstanding.Hearguesthatthefocusshouldbeonprovidinginputthatisbothinterestingandchallenging,insteadoffocusingonexplicitgrammarinstructionordrilling.ResearchQuestions:1.WhatistheeffectofapplyingKrashen'sInputHypothesisonthelisteningcomprehensionofsecondlanguagelearners?2.HowcanteachersutilizeKrashen'sInputHypothesisindesigninglisteningactivitiesfortheirstudents?Methodology:Thisstudyusedamixed-methodapproach,includingapre-testandpost-testdesigntomeasurethestudents’listeningcomprehensionlevelandasurveytocollectstudents'feedbackontheapplicationoftheInputHypothesisinthelisteningclass.Participantsinthisstudywere30intermediateEFLstudents,aged19-23,fromauniversityinChina.Thestudentsweredividedintotwogroups:theexperimentalgroupandthecontrolgroup.TheexperimentalgroupreceivedlisteninginstructionfollowingKrashen'sInputHypothesiswhilethecontrolgroupreceivedtraditionallisteninginstruction.Results:Theresultsofthepre-testshowedthattherewasnosignificantdifferencebetweenthetwogroupsintheirlisteningcomprehensionability.Aftertheintervention,theexperimentalgroupachievedahigherlisteningcomprehensionscorethanthecontrolgroup.Also,thesurveyfindingsindicatedthattheexperimentalgroupstudentshadenjoyedth