CAJ | 학술논문

克拉申的输入假设理论与情感过滤假说相辅相成，指的是学生学习第二语言的能力高于第一语言时，学生对文章的理解就不在仅仅限于形式上的，更多的是追求意义以及对文章的理解上。克拉申的理论虽然有一定的缺陷，但是仍得到了很多教育工作者的认可，这种理论不仅在指导教师教学方面有着积极的指导作用，同样，对学生阅读资源的扩展也有着不可比拟的作用。为了达到提升英语阅读能力的目的，学生在教师的指导下，以“i+1”这种理论为模式，扩展阅读资源。该文试图通过对输入假设理论的简单介绍，研究与开发更加广泛的英语阅读资源。
극랍신적수입가설이론여정감과려가설상보상성，지적시학생학습제이어언적능력고우제일어언시，학생대문장적리해취불재부부한우형식상적，경다적시추구의의이급대문장적리해상。극랍신적이론수연유일정적결함，단시잉득도료흔다교육공작자적인가，저충이론불부재지도교사교학방면유착적겁적지도작용，동양，대학생열독자원적확전야유착불가비의적작용。위료체도제승영어열독능력적목적，학생재교사적지도하，이“i+1”저충이론위모식，확전열독자원。해문시도통과대수입가설이론적간단개소，연구여개발경가엄범적영어열독자원。
Krashen's input hypothesis and affective filter hypothesis are complementary to each other, which means the students pursue not only the language itself but also the meaning and further understanding of the passages when their ability of second lan?guage learning is higher than that of the first language. Although there are some defects with Krashen’s theory, it still gets recogni?tion among the English language educators. In order to improve the students’reading ability, the teacher uses the“i+1”theory as a model to expand the reading resources. This paper tries to study and develop a wider range of English reading resources under the input hypothesis theory’s guidance.