输入假设与输出假设对英语教学的启示Enlightenment of Input Hypothesis and Output Hypothesis on English Teaching
李 璐
创新教育研究Vol.7 No.2, 全文下载: PDF HTML XML DOI:10.12677/CES.2019.72027, April 3 2019
基于克拉申输入假说的初中英语听说教学模式探究The Exploration of Middle School English Listening and Speaking Teaching Model Based on Krashen’s Input Hypothesis
龙 莉
教育进展Vol.14 No.9, 全文下载: PDF XML DOI:10.12677/ae.2024.1491679, September 14 2024
克拉申二语习得理论在大学英语听力教学中的应用The Application of Krashen’s Second Language Acquisition Theory in College English Listening Teaching
兰 琪
现代语言学Vol.10 No.8, 全文下载: PDF HTML XML DOI:10.12677/ML.2022.108225, August 11 2022
克拉申“情感过滤假说”在高中英语词汇教学中的应用及启示The Application and Implications of Krashen’s “Affective Filter Hypothesis” in High Schools English Vocabulary Teaching
李萌萌, 刘北方
教育进展Vol.14 No.5, 全文下载: PDF HTML XML DOI:10.12677/ae.2024.145705, May 16 2024
可理解性输入对初中生英语写作冠词使用的影响研究The Impact of Comprehensible Input on the Use of Articles in English Writing by Junior High School Students
周啟胜
创新教育研究Vol.12 No.11, 全文下载: PDF XML DOI:10.12677/ces.2024.1211791, November 18 2024
克拉申二语习得理论对幼儿英语启蒙的教学启示——以《牛津树》为例The Implications of Krashen’s Second Language Acquisition Hypothesis for the Teaching of English Enlightenment in Young Children—Taking Oxford Reading Tree as an Example
傅佳楹
创新教育研究Vol.10 No.11, 全文下载: PDF HTML XML DOI:10.12677/CES.2022.1011450, November 21 2022