唯一正确的英语学习方法，别再用其他不科学的方法浪费时间｜St

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P1 · 唯一正确的英语学习方法，别再用其他不科学的方法浪费时间｜Stephen Krashen p01 上 (P1)

唯一正确的英语学习方法，别再用其他不科学的方法浪费时间｜Stephen Krashen p01 上 (P1)

发布于 2026-11-02 · 时长 8:15

字幕摘录

时间	英文	中文
0:00	I'd like to begin my presentation this afternoon by talking about what I think is the most	我想在今天下午的演讲开始 谈谈我认为最
0:05	important issue in language education, the most important question, and that is how do	语言教育中的重要问题,最重要的问题,那就是如何
0:10	we acquire language?	我们得到语言?
0:12	And I'd like to begin this discussion, this presentation, with an outrageous statement.	我想开始讨论,这个演讲, 以一个令人发指的发言。
0:17	In my opinion, we all acquire language the same way.	我认为,我们都以同样的方式获得语言。
0:22	The reason this is an outrageous thing to say is that these days in education we're	之所以说这些令人愤慨的话 是因为我们教育的这些天
0:25	living in an age of individual variation.	生活在个体变化的年代。
0:28	We're very concerned about how our students are different, not how our students are the	我们很关心我们的学生是如何不同的 而不是我们的学生是如何
0:32	same.	一样
0:33	Those of you who have been around in the field for a while remember all about 15, 20 years	你们中那些在野外待过一阵子的人 记得15、20年

展开字幕全文（188 条）

序号	英文	中文
1	I'd like to begin my presentation this afternoon by talking about what I think is the most	我想在今天下午的演讲开始 谈谈我认为最
2	important issue in language education, the most important question, and that is how do	语言教育中的重要问题,最重要的问题,那就是如何
3	we acquire language?	我们得到语言?
4	And I'd like to begin this discussion, this presentation, with an outrageous statement.	我想开始讨论,这个演讲, 以一个令人发指的发言。
5	In my opinion, we all acquire language the same way.	我认为,我们都以同样的方式获得语言。
6	The reason this is an outrageous thing to say is that these days in education we're	之所以说这些令人愤慨的话 是因为我们教育的这些天
7	living in an age of individual variation.	生活在个体变化的年代。
8	We're very concerned about how our students are different, not how our students are the	我们很关心我们的学生是如何不同的 而不是我们的学生是如何
9	same.	一样
10	Those of you who have been around in the field for a while remember all about 15, 20 years	你们中那些在野外待过一阵子的人 记得15、20年
11	ago people were very concerned about something called field dependent learners and field	之前人们非常关心 所谓的田地依赖学习和田地
12	independent learners.	独立学习者。
13	You give people a certain test and one group gets this treatment, one group gets the other.	你给人们一个特定的测试 一个小组得到这种治疗, 一个小组得到另一个。
14	Then about 15 years ago it was left side of the brain, right side of the brain.	大约15年前,它是大脑的左侧,右侧。
15	Some people are left hemisphere thinkers, some people are right hemisphere.	有些人是左半球思想家,有些人是右半球思想家.
16	Then about 10 years ago, cognitive style.	大约10年前 认知风格
17	The cognitive style of the home culture differs from the cognitive style of the school culture.	家庭文化的认知风格与学校文化的认知风格不同.
18	We have a clash, etc.	我们发生了冲突
19	Well, each of the examples I gave you is probably correct.	嗯,每一个我给你的例子 可能是正确的。
20	There is individual variation and there is quite a bit of it.	有一些个体的变异 也有相当一部分
21	Nevertheless, there are some things we all do the same.	然而,我们也有同样的事情。
22	Let me give you some examples.	让我举几个例子。
23	Digestion.	文摘报.
24	We all digest food the same, no significant individual variation.	我们都一样消化食物 没有显著的个体差异
25	First you put it in your mouth, then you chew it up, then it goes down your throat, then	先放进嘴里,然后嚼掉,然后咽喉
26	into your stomach.	进入你的胃。
27	That's how it's done everywhere.	随处行此法.
28	That's how it's done in North America, South America, Europe, Asia, Africa.	北美,南美,欧洲,亚洲,非洲都是如此.
29	That's how it's done everywhere in the world.	世间一切处皆如此.
30	The visual system is the same everywhere.	视觉系统随处可见.
31	It's always the occipital lobe in the back of the brain.	总是脑后部的骨髓叶.
32	It's never in the side of the brain.	从不在脑侧.
33	It's never in the front of the brain.	永不于脑前.
34	It's never in the elbow.	从不在肘.
35	It's done exactly the same everywhere you go.	你到哪里都一样
36	By the way, I used to use sex as an example of things.	况我昔以性为譬.
37	Everyone does the same, but some counter examples have been pointed out to me recently.	每个人都这样做,但最近有人向我举出一些反例。
38	Actually, I saw this movie, if you really want to know the truth.	事实上,我看过这部电影 如果你真的想知道真相的话
39	Anyway, we all require language the same.	总之,我们都需要同样的语言。
40	And rather than just talk about it, I'd like to show you.	而不是只谈这件事,我想告诉你。
41	I'd like to take just a couple of minutes and give you some sample language lessons.	我想用几分钟时间 给你一些语言样本
42	I'll use a language that I'm sure you've heard before and maybe some of you speak.	我会用一种你以前听过的语言 也许你们有些人会说话
43	And you can tell me which of these two very brief lessons you like better.	你可以告诉我这两个你更喜欢的简短的课。
44	Here's lesson number one.	这是第一课
45	(原始内容存档于2018-09-26). Wir weden jetzt anfangen, Deutsch zu lernen.
46	(原始内容存档于2017-09-29). Und ich möchte voraussagen, dass nach meiner Meinung, Deutsch ist eine sehr schöne Sprache. 昆明植物研究所.
47	{\fn黑体\fs22\bord1\shad0\3aHBE\4aH00\fscx67\fscy66\2cHFFFFFF\3cH808080}嗯 哥们儿 {\fn黑体\fs22\bord1\shad0\3aHBE\4aH00\fscx67\fscy66\2cHFFFFFF\3cH808080}请说一下
48	What do you think?	你觉得呢?
49	Good lessons so far?	目前为止的好课?
50	Do you think if I kept talking to you like that, you'd pick up German?	你觉得如果我一直这样跟你说话 你会选德语吗?
51	Not very likely.	不会吧
52	How about if I repeated it?	如果我重复一遍怎么样?
53	Would that help?	有用吗?
54	Probably not.	也许不是。
55	How about if I said it louder?	如果我说大声点呢?
56	Would that help?	有用吗?
57	Probably not.	也许不是。
58	How about if I said it and you repeated it back?	如果我说,你再重复一遍呢?
59	Again, I don't think that would help.	再说一遍,我觉得这没用
60	How about if I wrote it out for you and you could see it on your television screen?	如果我帮你写出来 你就可以在电视屏幕上看到它
61	That wouldn't help either.	也没用
62	How about if I wrote it out for you and you copied it down?	如果我写出来给你,你抄下来怎么样?
63	How about if I wrote it out for you and deleted every fifth word and you tried to guess what the word is?	如果我帮你写出来 删掉每五个字 你试着猜这个词是什么?
64	The truth is that none of these things help.	事实是,这些东西都没有帮助。
65	None of these things mean anything.	这些东西都没有意义
66	And I hope you can see that now.	我希望你现在能看到这一点。
67	Here's lesson number two.	下第二课.
68	And for this, you have to watch me carefully.	为此,你必须仔细观察我。
69	Das ist meine Hand.	达斯是美因手。
70	Verstehen Sie das?	弗斯泰恩・西达斯?
71	Hand.	手给我
72	Everyone say, ja, I can hear you, even though it's a TV audience.	每个人都说,是的,我可以听到你, 虽然这是一个电视观众。
73	Das is mein Kopf. (原始内容存档于2018-07-21).
74	Verstehen Sie Kopf, ja?	弗斯泰恩・西・考夫,是吗?
75	Gut.	顾曰.
76	Kopf.	库普夫.
77	And here I'll draw a picture now.	现在我要画一幅画
78	Kopf.	库普夫.
79	Ist gut, ja?	肠胃,是吗?
80	Schön.	许ö.
81	Kopf.	库普夫.
82	Das ist Mr. Spock, ja?	是史波克先生吗?
83	Mr. Spock hat zwei Ohren.	斯波克·哈特·奥赫伦先生
84	Ohren.	欧仁.
85	Verstehen Sie Ohren?	弗斯泰亨·西·奥赫伦?
86	(原始内容存档于2018-09-21). Er hat zwei Ohren.
87	Okay, Mr. Spock, ja?	好吧,斯波克先生,是吗?
88	Ach nein, Entschuldigung, okay.	尼恩,恩特舒尔迪贡,好吗?
89	Augen.	奥根
90	Verstehen Sie Augen?	弗斯泰亨·西·奥根?
91	Augen.	奥根
92	Wie viele Augen?	维埃·维埃莱·奥根?
93	(原始内容存档于2018-09-26). Eins, zwei, drei Augen.
94	Drei Augen.	德雷奥根.
95	Ist das richtig?	伊斯特达斯·富奇蒂格?
96	Drei Augen?	德雷奥根?
97	Nein.	无.
98	(原始内容存档于2018-03-27). Wir habeln nur zwei Augen.
99	Mund.	穆德 穆德 穆德 穆德 穆德
100	Verstehen Sie Mund?	弗斯泰亨·西·芒德?
101	Und ier ist eine Zigarette, ya? 说吧, 说吧。
102	Nein.	无.
103	Zigaretten sind nicht gut.	齐加雷滕辛尼奇特肠。
104	If you understood lesson number two, not every word, but more or less,	如果你理解第二课,不是每个字,而是多少
105	I did everything necessary to teach you German.	我做了所有必要的 教你德语。
106	And now I'm going to share with you the most important thing	现在我要跟你分享最重要的事情
107	I have learned about language.	我学过语言
108	Probably the best kept secret in the profession.	也许是行业中最好的秘密
109	We acquire language in one way and only one way	我们只能用一种方式获得语言
110	when we understand messages.	当我们理解信息。
111	We call this comprehensible input.	我们称之为可理解的投入。
112	We acquire language when we understand what people tell us.	当我们理解人们所说的话时,我们获得语言。
113	Not how they say it, but what they say,	不是他们怎么说,而是他们说什么,
114	or when we understand what we read.	或者当我们理解我们读到什么。
115	Comprehensible input, in my opinion,	我认为,令人费解的投入,
116	has been the last resort of the language teaching profession.	成为语言教学专业的最后手段。
117	We've tried everything else.	我们尝试了其他一切。
118	We've tried grammar teaching, drills and exercises, computers, et cetera.	我们尝试过语法教学,操练和练习,计算机等等.
119	But the only thing that seems to count	但唯一值得考虑的
120	is getting messages you understand, comprehensible input.	正在获取您所理解的信息, 可理解的输入 。
121	Now one of the reasons lesson number two	现在第二课的原因之一
122	was better than lesson number one is we had Mr. Spock to help us out.	比第一课要好的是 我们让斯波克先生帮我们
123	So anything that helps make input comprehensible, pictures,	所以,任何有助于 输入理解,图片,
124	knowledge of the world, realia, et cetera,	了解世界,现实等,
125	helps language acquisition.	帮助获取语言。
126	If comprehensible input is true, what we call the input hypothesis	如果可理解的输入是真实的,那么我们称之为输入假说
127	is true, other things follow from it.	这是真的,其他的事情从它。
128	And a very important corollary of the input hypothesis is this.	输入假设的一个非常重要的推论就是这个.
129	And this may come as a bit of a surprise to some of you.	这也许对你们来说是个惊喜
130	Certainly came as a surprise to me.	当然让我很惊讶
131	Talking is not practicing.	说话不是练习
132	What does this mean?	这是什么意思?
133	Means if you want to improve your Spanish,	意思是如果你想改进你的西班牙语
134	it will not help you to speak Spanish out loud in the car	在车里大声说西班牙语对你好
135	as you drive to work in the morning.	早晨开车去上班
136	It will not help you to go to the bathroom, close the door,	上厕所 关上门 没用的
137	and speak Spanish to the mirror.	用西班牙语和镜子说话
138	I used to think those things help.	我以前觉得这些东西有用
139	Now I think they don't.	现在我想他们不会了
140	On the other hand, if we were a German class	另一方面,如果我们是德国人
141	and we could hang together for a couple of weeks,	我们可以在一起呆几个星期
142	say now we're a day of German, and I could keep the input light	说我们是德国人,我可以保持输入灯光
143	and lively as in the second example,	就像第二个例子一样活泼
144	you'd start to acquire German.	你会开始获得德语。
145	It would come on its own.	它会自己来。
146	And eventually, you'd start to talk.	最后,你会开始说话。
147	Your speaking ability would emerge gradually.	你的演讲能力会逐渐出现
148	Now we have a lot of evidence that this is true.	现在我们有很多证据可以证明这是真的。
149	And the evidence is in the professional literature,	而证据在专业文献中,
150	in books, in journal papers, et cetera.	在书籍、期刊论文等中。
151	And if you're an insomniac, you're	如果你是一个失眠症,你是
152	welcome to look at all that.	欢迎你看看这些
153	But rather than go through that, I'd	但是,与其经历,我会
154	like instead to tell you a story that	就像告诉你一个故事
155	illustrates the same point.	说明同样的观点。
156	I've used this story for a long time.	我用这个故事很久了
157	So those of you who've heard it before,	所以你们这些以前听过的人
158	I've been using this for about 15 years.	我用这个大概15年了
159	And the reason I stay with it is that it	我留下来的原因是
160	makes the point very well.	说得很清楚
161	And I've discovered it's just about a universal experience.	我发现这只是一个普遍的经验。
162	What has happened to me has certainly happened to you.	我身上发生的事肯定发生在你身上
163	And bear in mind, if you've heard it before	记住,如果你听说过
164	and you're tired of hearing it, think how I feel.	你听腻了 想想我的感受
165	My experience took place in 1974 when I was briefly	我的经验发生在1974年,当我短暂地
166	living in exile from California working	从加利福尼亚流亡国外
167	at the City University of New York at Queens College.	就读于纽约市立大学皇后学院.
168	As director of English as a second language.	担任英语作为第二语言的导演.
169	And like everyone else in New York,	和纽约的所有人一样
170	we lived in a big apartment building.	我们住在一个大公寓楼里
171	And the apartment next door to us	还有我们隔壁的公寓
172	was owned by a Japanese company.	是一家日本公司拥有的
173	And every year, there'd be a new family in the apartment.	每年公寓里都会有一个新的家庭
174	And every year, there were the children	每年都有孩子们
175	who couldn't speak English.	谁不会说英语。
176	And there I was, director of English as a second language.	我在那里,作为第二语言的英语导演。
177	I will teach English to these children	我会教这些孩子英语
178	and brag about it to my friends.	向我的朋友吹嘘一下
179	So I remember going up to the little girl next door.	所以我记得去隔壁的小女孩那里
180	She was four years old.	她才四岁
181	Her name was Itomi.	她叫阿东
182	And I didn't know about this material on language	我对语言材料一无所知
183	acquisition then.	那么,获取。
184	Nobody did.	没有人知道。
185	And I thought then, the way you get people	我想,然后,你得到人们的方式
186	to acquire a language is you get them to practice talking.	获得一种语言 就是让他们练习说话
187	So I tried to get her to talk.	所以我试图让她说话。
188	I'd say, Itomi, you told me.	我说,阿东,你告诉我的

该视频共有字幕 189 条。解锁更多字幕为会员功能，请移动到 价格

P2 · 唯一正确的英语学习方法，别再用其他不科学的方法浪费时间｜Stephen Krashen p02 下 (P2)

唯一正确的英语学习方法，别再用其他不科学的方法浪费时间｜Stephen Krashen p02 下 (P2)

发布于 2026-11-02 · 时长 7:20

字幕摘录

时间	英文	中文
0:00	then, nobody did.	那么,没有人知道。
0:01	And I thought then the way you get people to acquire a language	我想,然后你是如何让人们获得一种语言
0:04	is you get them to practice talking.	你让他们练习说话。
0:07	So I tried to get her to talk.	所以我试图让她说话。
0:08	I'd say, Itomi, talk to me.	我说,阿东,跟我说话
0:10	Say, good morning.	说,早上好。
0:11	Say, hi.	说,嗨。
0:13	No response.	无回应。
0:14	Well, clearly I decided I've got to make this more concrete.	嗯,显然我决定 我得让这个更具体。
0:17	Itomi, say, ball.	伊欧米,说,球。

展开字幕全文（172 条）

序号	英文	中文
1	then, nobody did.	那么,没有人知道。
2	And I thought then the way you get people to acquire a language	我想,然后你是如何让人们获得一种语言
3	is you get them to practice talking.	你让他们练习说话。
4	So I tried to get her to talk.	所以我试图让她说话。
5	I'd say, Itomi, talk to me.	我说,阿东,跟我说话
6	Say, good morning.	说,早上好。
7	Say, hi.	说,嗨。
8	No response.	无回应。
9	Well, clearly I decided I've got to make this more concrete.	嗯,显然我决定 我得让这个更具体。
10	Itomi, say, ball.	伊欧米,说,球。
11	No response.	无回应。
12	Well, obviously I've got to break it down into its component parts.	很明显我必须把它分解成它的组件
13	Let's work on initial consonants.	我们来做首字母对齐
14	Say, bah, look at my lips.	看着我的嘴唇
15	Again, no response.	再次,没有反应。
16	There's a theory going around then that a lot of people still	有个理论说 很多人仍然
17	believe that children don't really want to acquire language.	相信孩子们并不是真的想要获得语言.
18	You have to kind of force it out of them.	你不得不强迫他们。
19	So I tried that.	所以我试过了
20	I won't give you the ball until you say ball.	你不说出球,我就不给你球
21	That didn't work either.	这也没有用
22	No matter what I said, Itomi wouldn't speak.	不管我说什么,阿东不会说的
23	She didn't say anything the first week.	她第一个星期什么也没说
24	She didn't say anything the second week, the first month,	第二个星期,第一个月,她什么也没说
25	the second month, five months until she started to speak.	第二个月,五个月,直到她开始说话。
26	Actually, that's not entirely true.	其实,这不是真的。
27	Children during this stage do pick up certain expressions	此阶段的孩子会接受某些表达
28	from the other children in the neighborhood.	从其他孩子 在附近。
29	It's not real language.	非真语言.
30	They understand approximately what they mean.	他们明白他们的意思
31	Again, it's not real language.	复次非真语言.
32	They have a rough idea what it means.	他们有一个粗略的概念 是什么意思。
33	They use it in roughly appropriate situations.	他们使用它 在大致合适的情况。
34	Things like, leave me alone, get out of here.	诸如此类的事情,让我一个人,离开这里。
35	In fact, one child I knew, the only thing he could say	事实上,我认识一个孩子 他唯一能说的
36	was, I kick your ass, said it everywhere.	我踢你的屁股,到处都说
37	Wasn't quite sure what it meant.	不知道这是什么意思
38	After about five months, Itomi started to speak.	大约五个月后,伊藤美开始说话.
39	And several things were interesting about her language.	关于她的语言,有几件事很有趣。
40	First, it looked a lot like first language acquisition,	首先,看起来很像第一语言
41	the same process our children went through.	我们的孩子经历了同样的过程。
42	One word, two words, gradually getting more complicated.	一个字,两个字,逐渐变得更加复杂.
43	Second, it came quickly.	第二,它来得很快。
44	By the time Itomi and her family went back to Japan	当藤美和她的家人回日本的时候
45	at the end of the year, her English	在年底,她的英语
46	was closing in on the way the other children	正在接近其他孩子们的路上
47	in the neighborhood were talking.	邻居在聊天
48	The question is this, what was going on	问题是 到底发生了什么
49	during those five months?	那五个月?
50	She was listening.	她在听着呢
51	She was picking out comprehensible input.	她正在挑出 可以理解的投入。
52	When she started to speak, it was not	当她开始说话,它不是
53	the beginning of her language acquisition.	她语言学的开始
54	Let me repeat that.	让我重复一遍。
55	When she started to speak, it was not the beginning	当她开始说话, 这不是开始
56	of her language acquisition.	她的语言。
57	It was the result of all the comprehensible input	这是所有可理解的输入的结果
58	she had gotten over those five months.	她已经过了五个月了
59	Now, a silent period for a child in a situation like this	现在,对于一个处于这种境地的孩子来说,一个沉默的时期
60	is not pathological.	这不是病理。
61	It's normal.	寻常.
62	It's what you expect.	这是你所期望的。
63	You'd like to have a silent period, wouldn't you?	你想有一个安静的时期,不是吗?
64	How would it be if you had to study another language,	如果你必须学习另一种语言,会怎么样?
65	but you went to a class where you didn't have to say anything?	但你上过一个不用说什么的课?
66	Doesn't that sound wonderful?	听起来不错吧?
67	You can talk all you want.	随便你怎么说
68	You can raise your hand.	能举手曰.
69	You can volunteer.	你可以自愿参加
70	But no one's going to call on you.	但没人会打电话给你
71	No one's going to put you on the spot.	没有人会把你放在现场。
72	Also, in this perfect class, if the input isn't comprehensible,	而且,在这个完美的班级, 如果输入不能理解,
73	it's the teacher's fault, not yours.	是老师的错,不是你的
74	That's how we're doing it now.	我们现在就是这样做的
75	And the results we're getting aren't	而我们得到的结果不是
76	a little better than other methods.	比其他方法好一点
77	They're actually much, much better.	他们其实好多了,好多了。
78	Before I leave this topic, let me put in a brief commercial	在我离开这个话题之前,让我做一个简短的广告
79	message for speaking.	请留言
80	I'm not opposed to speaking.	我不反对发言。
81	I think when students speak, it's fine.	我想当学生说话,它很好。
82	But what counts in speaking is not what you say,	但说话很重要的不是你说的
83	but what the other person says to you.	但别人对你说的话
84	In other words, when you get involved in conversation, what	换句话说,当你参与谈话时,
85	counts is the input that you can stimulate from other people.	数是您可以从其他人那里激发的输入。
86	So I'm in favor of student speaking.	所以我赞成学生说话。
87	But we have to understand it makes an indirect, helpful,	但我们必须明白 这是一种间接的,有益的,
88	but indirect contribution to language acquisition.	但间接有助于语言的获取。
89	I'd like to discuss one more hypothesis before we	我想先讨论一个假设
90	move on to literacy.	走向识字。
91	And this is a very important one called the affective filter	这个很重要的,叫做感应过滤器
92	hypothesis.	假设
93	Research in language acquisition has	语言学习研究
94	concluded that there are several factors that	得出以下结论:
95	relate to success in language acquisition.	与语文学习的成功有关。
96	And I'm going to list them here on your screen.	我要把它们列在你的屏幕上。
97	One factor is motivation.	其中一个因素是动机。
98	Students who are more motivated do better in language acquisition.	更有动力的学生在语言学习方面做得更好。
99	Those of you who study this know that it's	你们这些研究这个的人知道
100	a little more complicated than this, but this is a good approximation.	比这要复杂一点,但这是一个很好的近似。
101	Second, self-esteem, probably the dominant concept	第二,自尊,可能是主导概念
102	today in popular psychology.	今天,在流行心理学。
103	Students with more self-esteem, more self-confidence	更有自尊、自信的学生
104	do better in language acquisition.	在语言获取方面做得更好。
105	Third, anxiety.	第三,焦虑。
106	And here the correlations are negative.	这里的关联性是负的。
107	The lower the anxiety, the better the language acquisition.	焦虑度越低,语言获取越好.
108	In fact, my hypothesis is for language acquisition	事实上,我的假设是 语言获取
109	to really succeed, anxiety should be zero.	要真正成功,焦虑应该是零。
110	This has happened to you.	这发生在你身上。
111	Have you ever been in a situation,	你曾经有过这样的情况,
112	speaking a language that you may not speak very well,	说一种你可能不太会说话的语言,
113	when the conversation gets so interesting	当谈话变得如此有趣
114	you temporarily forget that you're using another language?	你暂时忘了你在用另一种语言?
115	If this is happening to you, that's when you're acquiring,	如果这是发生在你身上, 当你得到,
116	when your focus is completely on the message, what	当你的注意力完全集中在信息,什么
117	the other person is saying, and your anxiety is temporarily gone.	其他人说, 你的焦虑暂时消失了。
118	By the way, as an important footnote to this,	顺便说一句,作为重要的脚注,
119	I guess today we say sidebar, as a sidebar to all this,	我想今天我们说边栏, 作为所有这一切的边栏,
120	I'm not sure that zero anxiety is right for everything.	我不确定无忧无虑是否适合一切
121	I'm sure it's good for a lot of things,	我相信这对很多事情都有好处,
122	but I'm not quite sure how far to push this.	但我不知道要推动这个有多远
123	Speaking to you as a college teacher,	作为大学老师跟你说话
124	speaking to you as a parent, I'm not all that free and easy.	作为父母跟你说话 我不是那么自由容易
125	I think there are certain things in school children absolutely	我觉得有些事情 在学校的孩子绝对
126	must learn.	必须学习。
127	I think my students at the University of Southern California	我认为我的学生 在南加州大学
128	should suffer.	应当受苦.
129	We have hard classes, tough requirements,	我们有困难的课 苛刻的要求
130	you don't do the work, you're out.	你不做工作,你就滚蛋
131	I finally learned what they tried	我终于学会了他们所尝试的
132	to teach us in educational psychology.	教我们教育心理学
133	The amount of drive or anxiety necessary to accomplish a task	完成任务所需的驱动器或焦虑量
134	depends on the task.	取决于任务。
135	Sometimes we call facilitative anxiety is OK.	有时候我们称促进性焦虑是好的。
136	I don't believe in torture, but sometimes a little anxiety	我不相信酷刑,但有时候有点焦虑
137	is OK.	没事了
138	Language acquisition, though, is different.	语言获得虽异.
139	For language acquisition to succeed,	语言的获得要成功
140	anxiety has to be directed somewhere else,	焦虑必须被引导到别的地方,
141	not at the language.	不是在语言。
142	Frank Smith这么说的 为了孩子
143	to develop literacy, the child has	为了提高识字率,儿童有:
144	to assume that she's going to be successful.	假设她会成功
145	The way we integrate this into the theory is like this.	我们把这个融入理论的方式是这样的.
146	If a student isn't motivated, if self-esteem is low,	如果一个学生没有动机, 如果自尊心很低,
147	if anxiety is high, if the student is on the defensive,	如果焦虑情绪高涨 如果学生处于防御状态
148	if the student thinks the language class is	如果学生认为语言课是
149	a place where his weaknesses will be revealed,	那是一个暴露他的弱点的地方,
150	he may understand the input, but it won't penetrate.	他也许能理解输入,但不会穿透。
151	It won't reach those parts of the brain	它不会到达大脑的这些部分
152	that do language acquisition.	用来获取语言。
153	A block keeps it out.	一个街区挡住它。
154	We call this block the affective filter.	我们称这个街区为感应过滤器
155	Here's how it works.	以此为法.
156	Somewhere in the brain, Chomsky tells us,	在大脑的某个地方,乔姆斯基告诉我们,
157	is a language acquisition device.	是一个语言获取设备。
158	Our job is to get input into the device.	我们的工作是让设备输入
159	So that's input here.	所以这是这里的投入。
160	Low motivation, low self-esteem, high anxiety, the block goes up,	情绪低落 自尊心低落 焦虑情绪高涨 街区上升
161	the filter goes up, and the input cannot get in.	过滤器向上,输入无法进入。
162	This explains how it can be that we can have two children	这解释了我们怎么可以有两个孩子
163	in the same class, both getting comprehensible input.	在同一类, 都得到了可理解的输入。
164	One makes progress, the other doesn't.	一个进步,另一个没有。
165	One is open to the input, the other is closed.	一个是打开输入,另一个是关闭。
166	Let me now try to summarize everything	现在让我来总结一下
167	I've said in the last 10, 15 minutes or so,	我在过去10,15分钟里说过,
168	and I'll summarize it in one sentence,	我用一句话总结一下
169	and we'll wonder why it took me that long.	我们想知道为什么我花了那么长时间
170	We acquire language in one way, and only one way,	我们用一种方式获得语言 只有一种方式
171	when we get comprehensible input in a low anxiety	当我们在低沉的焦虑中 得到可以理解的输入
172	environment.	环境。

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