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第二语言习得理论指出导致语言习得的两大原因是可被理解的语言输入和习得者对输入的开放程度,即“情感过滤”。目前高职高专学生英语水平参差不齐,培养目标多种多样,分层次教学刚好可以为起点不同,目标不同的学生解决在第二语言习得中碰到的问题,使课堂教学也成为语言习得的良好的环境,消除学习障碍,激发学习热情。
The second language acquisition theory points out that the two main reasons leading to language acquisition are understandable language input and the degree of openness of the learner to the input, that is, “affective filter”. At present, the English level of students in higher vocational colleges is uneven, the training objectives are varied, and the teaching at different levels can just start with different starting points. Students with different goals can solve the problems encountered in second language acquisition and make classroom teaching a language Acquired a good environment, eliminate learning disabilities, stimulate learning enthusiasm.