- 期刊
Krashen's i+1 Theory: Multi-themed English Reading and Discussion Course Design
克拉申之i+1理論：多元主題英文閱讀與討論課程設計
摘要
Some English majors have a burning ambition to go to the UK to obtain dual degrees or participate in overseas exchange programs or summer camps. They have requested the teacher to help them improve their English proficiency level to CEFR-level C1. The problem to be solved in English Reading and Discussion (III) and (IV) courses is to improve students' CEFR level to C1 by increasing the diversity and CEFR level of articles to be read and other in-class activities. To solve this problem, this study draws on Krashen's i+1 theory for course design. In terms of Input Hypothesis: i+1 theory, Krashen first proposed the Input Hypothesis in the 1980s. This theory advocates that if language learners want to achieve learning results, they should find language materials suitable for their own level which is Comprehensible Input, including listening and reading. In the "i+1" theory, learners move from stage i, where i represents current competence, to i+1, the next level (Krashen 1983, pp. 20-21). The evaluation methods utilized in this study include a pretest to assess participants' initial proficiency levels and a post-test to measure their progress after exposure to i+1 input. The students' CEFR levels in the English Reading and Discussion (II) course range from A2 to B2. They desired to lift from their current English proficiency level to higher levels than their CEFR levels at that time. Among the 34 participants, 12 students achieved scores equivalent to the A2 level, while 19 students attained the B1 level. Additionally, 2 students reached the B2 level, and 1 student obtained a score corresponding to the C1 level. These results show that most participants have achieved B1 level or above, making significant progress in their English proficiency.
並列摘要
有些英語系的學生有強烈願望要前往英國獲得雙聯學位、參加海外交換學程或夏令營。他們要求老師幫助他們將英語能力提升到CEFR C1等級。英語閱讀與討論（三）、（四）課程要解決的問題是透過增加閱讀文章的多樣性和CEFR級別，搭配其他課堂活動，將學生的CEFR水平提高到C1。為了解決這個問題，本研究借鏡Stephen D. Krashen的i+1理論進行課程設計。在輸入假說：i+1理論方面，Krashen在1980年代率先提出了輸入假說（Input Hypothesis）。該理論主張，語言學習者要想獲得學習成果，就應該找到適合自己程度的語言學習教材，即可理解輸入，包括聽力和閱讀。在「i+1」理論中，學習者從階段i（i代表目前的語言能力）移動到下一個層次i+1（Krashen 1983，第20-21頁）。本研究採用的評估方法包括前試以評估研究對象最初程度與和後測以衡量他們採用 i+1輸入後的進步情形。這班學生在英語閱讀與討論（二）課程之的CEFR水平範圍為A2至B2。他們希望提升自己目前的英語能力。在英語閱讀與討論（四）課程結束前，34名學生當中，已有22位學生超過B1，其中有1名學生多益成績達到C1以上。