Research on the Application of Language Input and Interaction Hypothesis in HSK Personalized Tutoring

Abstract

This paper briefly introduces three hypotheses in the theory of language input and interaction, and some related researches. Guided by the theories of comprehensible input, semantic negotiation and effective output, we carried out a teaching experiment aimed at improving the primary teaching of HSK standard course through two teaching observations and reflections. The teaching experiment proves that the improved teaching design can promote learners to learn Chinese more effectively. At the same time, the author also points out the problems in the teaching of Chinese as a foreign language by applying the principles of comprehensible input and semantic negotiation, and that the theory should be applied to promote the innovation of the method of teaching Chinese as a foreign language.