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克拉申指出习得是在自然语言环境中无意识地产生的 ,学习者注重的是语言的意思 ;而学习是当学习者有意识地学习语言的形式时产生的。自然顺序假释表明学习者学习语法规则时习得顺序是可以预测的 ,基本上按照一个相同的顺序。监控假释是说“监控”是学习者用来编辑语言的运用 ,是用“学习”来的知识 ,修正和作用于“习得”生成的知识。输入语假释强调可理解的输入对学习者习得语言是很有帮助的。只有学习者获得的可理解输入略超过现有水平时“习得”才会发生 ,即获得了“i+ 1”水平的输入。情感过滤假释涉及的是学习者的动机、自信心和焦虑水平。这些因素会影响学习者对语言输入的吸收
Krashen pointed out that the acquisition is unconsciously generated in the natural language environment. The learner pays attention to the meaning of the language. Learning is produced when the learner consciously learns the form of the language. Natural sequence parole suggests that learners’ learning sequence when predicting grammar rules is predictable and follows essentially the same order. Monitoring parole means that “monitoring” is the use of the language used by learners to edit and to use the knowledge of “learning” to revise and act on the knowledge generated by “acquisition.” Input Parole Emphasizes that comprehensible input can be helpful for learner acquisition languages. “Learned” does not happen until the learner gains slightly more than the current level of comprehensible input, ie, an input of “i + 1” is obtained. Emotional filtering parole involves learner’s motivation, self-confidence and anxiety. These factors affect the learner’s absorption of language input