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【Abstracts】This research is about the investigation of the role of input in the foreign language classroom teaching. Through analyzing the two main input modifications， some suggestions and implications will be presented.
【Key words】Form-based input modification； Meaning-based input modification； Foreign language classroom
【作者簡介】袁夏，成都大学。
1. Introduction
In the foreign language teaching， input plays an important role among the teaching process. A good language teacher should try to manipulate the input to improve learning. To some extant， the way of input determines the language output. Many researches about the input modifications have been done and the scholars have tried to seek for the best and the most effective methods of input in the foreign language teaching. Generally， input modifications can be classified into form-based input modification and meaning-based input modification.
2. Form-based input modification
Form-based input modification emphasizes on the explicit teaching of grammar. The language rule and grammar need to be consciously raised by the teacher （Rutherford， 1987）. In the form-based input process， all the grammar input must be explicit and the input process needs to be enhanced by the means of highlighting， underlining and explicit rule-giving （Sharwood-Smith， 1991）. For example， when the teacher is going to teach the English past tense， the input might be the explanation of the past tense rule that is generally “verb ed”. Then the teacher will give a series of examples like “play-played”， “walk-walked”， and “listen-listened”. This explicit grammar teaching process is theoretical， abstract and complex. The way of code switching is commonly used in this kind of teaching because of the difficult explanation of the abstract grammar rules. Obviously this pure and theoretical grammar teaching cannot arouse students’ interests. In fact， the form-based input process is useful for language skill learning but difficult for students to learn it so that the expected teaching aim may not be achieved after the intensive teaching. Therefore mere form-based input is not enough and we do need a better way to balance the grammar teaching in foreign language teaching.
3. Meaning-based input modification
Another kind of input modification is meaning-based input modification. It is believed that language is subconsciously acquired by the exposure to the input （Krashen， 1983）. When the teachers have provided enough comprehensible input， the students will subconsciously learn what has been provided as input （Krashen， 2003）. In the meaning-based input modification， the acquisition of knowledge is not from the explicit， systematic instruction of the grammar， but from the communication stimulated in the class. But the fact is that the sentences produced by the students who acquired knowledge by meaning-based input contain many grammatical errors （Lightbown
【Key words】Form-based input modification； Meaning-based input modification； Foreign language classroom
【作者簡介】袁夏，成都大学。
1. Introduction
In the foreign language teaching， input plays an important role among the teaching process. A good language teacher should try to manipulate the input to improve learning. To some extant， the way of input determines the language output. Many researches about the input modifications have been done and the scholars have tried to seek for the best and the most effective methods of input in the foreign language teaching. Generally， input modifications can be classified into form-based input modification and meaning-based input modification.
2. Form-based input modification
Form-based input modification emphasizes on the explicit teaching of grammar. The language rule and grammar need to be consciously raised by the teacher （Rutherford， 1987）. In the form-based input process， all the grammar input must be explicit and the input process needs to be enhanced by the means of highlighting， underlining and explicit rule-giving （Sharwood-Smith， 1991）. For example， when the teacher is going to teach the English past tense， the input might be the explanation of the past tense rule that is generally “verb ed”. Then the teacher will give a series of examples like “play-played”， “walk-walked”， and “listen-listened”. This explicit grammar teaching process is theoretical， abstract and complex. The way of code switching is commonly used in this kind of teaching because of the difficult explanation of the abstract grammar rules. Obviously this pure and theoretical grammar teaching cannot arouse students’ interests. In fact， the form-based input process is useful for language skill learning but difficult for students to learn it so that the expected teaching aim may not be achieved after the intensive teaching. Therefore mere form-based input is not enough and we do need a better way to balance the grammar teaching in foreign language teaching.
3. Meaning-based input modification
Another kind of input modification is meaning-based input modification. It is believed that language is subconsciously acquired by the exposure to the input （Krashen， 1983）. When the teachers have provided enough comprehensible input， the students will subconsciously learn what has been provided as input （Krashen， 2003）. In the meaning-based input modification， the acquisition of knowledge is not from the explicit， systematic instruction of the grammar， but from the communication stimulated in the class. But the fact is that the sentences produced by the students who acquired knowledge by meaning-based input contain many grammatical errors （Lightbown