By utilizing Piaget’s theory, educators regard their students as learners. As a result, education is learner-centered and construct-based to some extent. Piaget’s theory allows teachers to view students as individual learners who can construct or build, understand on their own by adding new concepts or prior knowledge. Studying with peers, students are more likely to discuss and know others’ ideas. Especially, when they have different ideas, they could figure out through comparing and analyzing
初中英语导学案编写中的优环节 accepting others’ ideas easily. Teachers, who use the learner-centered approach as a basis for their professional practices, incorporate the several dispositions. Those teachers also take the learners’ individual attitudes into consideration during the curriculum planning. Educators allow learners’ insights to alter the curriculum. They stimulate learners’ curiosity. They also concentrate on learners’ emotions and create a learning environment in which students feel safe.
Teachers are allowed to give positive reinforcement, such as praise or awards and so on. When the teachers give students praise or awards for their good behavior or work, they will want to continue doing well.
2.2 The Affective Filter Hypothesis本文来自优,文^论#文~网，加7位QQ324_9114找源文
www.youerw.comThe Affective Filter Hypothesis says that doing many exercises does not mean that learners can master the target language well. Lots of “affective elements” have great influence on second language acquisition. These elements include: anxiety, self-confidence and motivation. Krashen believed that learners with high motivation, self-confidence and low anxiety were more likely to be successful in second language acquisition. In turn, low motivation, self-esteem and excessive anxiety could cause a “barrier” that prevents learners from getting used to the second language acquisition.
2.3 The Input Hypothesis
The input hypothesis is the core part of Krashen’s theory of second language acquisition. In his view, only when learners are exposed to “comprehensible input” which is slightly higher than their current level of linguistic competence can the acquisition takes place. For example, if a student is at the stage “i”, the acquisition takes place when he or she is exposed to “comprehensible input” that belongs to level “i+1”. That is to say, “comprehensible input” is the thing that the learners would not be able to create but can understand. Krashen hold that it was unnecessary to provide input deliberately and only when the learners can understand the input and get enough input can they automatically produce the input. Appropriate input should be equipped with these characteristics. Firstly, the input should be comprehensible.
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