Abstract：With the development of the internet, its resources are used in many fields. It can be impliedin the language teaching. .Internet can provide the ideal materials as language input and give assistance for the practice of second language acquisition. Relatedwebsites which are good for Englishacquisitionare listed last.

　　Key words: Internet, second language acquisition; input language

　　中图分类号：H3

　　Introduction

　　Second language acquisitionis the process people learn languages in addition to their native language(s). The term second languageis used to describe any language whose acquisition starts after early childhood (including what may be the third or subsequent language learned). And the learning process is often conducted without the social environmentof target language. This article uses Englishlearning as the example to illustrate the function of internet insecond language acquisition. In recent years, this is a hot topic of using internet techniqueandsource to assist Englishlearning. Many researchers try to find the theory which can support the opinion. The theory of second language acquisition is one of the theories to investigatethe function of internet technique in foreign language learning. The process of language acquisitionshouldn’t be finished without the language environmentand input. So providing the language environmentand input is essential to language acquisition. As the carrier of the abundantlanguage and lexical information, internet technique and source is absolutelythe assistance for language acquisition.

　　1. Theoretical Basis

　　1.1The InputHypothesis

　　The Inputhypothesis is Krashen's attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen's explanation of how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative inputis the key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence.

　　1.2 The Affective FilterHypothesis

　　The affective filterhypothesis embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place. AThreeRequirements of the Language Input in Language Acquisition Frequent and Abundant Language The realization of language acquisitionasks for deeply and widely contact of abundant language materials. The students should absorb rich authentictarget language and contact, percept, analyze, understand, andaccept the information of the target language. They store the information which had been understood and accepted and input enough information in the brain. This will prepare for the language output. So the process of second language acquisition can be fulfilledafter supported enough authentic target language materials.

　　And internet can provide us variousmessages. We can know the world without going out. It also gives us many authenticEnglishmaterials, standard pronunciationand real language context. Internet provides the students a real context of languagecommunication. Comprehensible Language The efficientinput language should be comprehensible. Comprehensible inputis heard or read and should be slightly ahead of a learner’s current state of grammatical knowledge. Language containing structures a learner already knows essentially serves no purpose in acquisition. Similarly, language containing structures ahead of a learner’s current knowledge is not useful. Alearner does not have the ability to “do”anything with those structures. Krashen defineda learner’s current state of knowledge as i and the next stage as i+1. Thus the input a learner is exposed to must be at the i+1 level in terms of acquisition. “We move from i, our current level to i+1, the next level along the natural order, by understanding input containing i+1”.

　　The internet provides abundant language materials from authenticEnglishand phrasesof different countries to videos of different pronunciation and tones. Because the internet is very popular, the language in it should be understanderable and comprehensible. Compared with the interlanguage which used in the classroom, the material is quite different. Learners will acquire this kind of language gradually after contacting, analyzing, understanding and accepting these materials repeatedly. The Low Affective FilterLanguage Krashen alsopoint outthe affective filterhypothesis, embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.So the input language should be interesting and meet the need of learners.

　　Internet is a fabled language environment which will reduce the mental block. The materials are various, learners can choose by themselves. And in a fabled world, learners don’tface the real human they won’tbe worried to be laughed at and will use acquiredlanguage to communicate bravely. This can promote the acquisition.

　　In summary, internet can provide the language materials which are standard for second language acquisition and a relaxed freely studying environment. It can give learners the chance to contact with the more authenticlanguage.

　　3. Things Which Internet Can Provide for Second Language Acquisition

　　3.1 Different Speech Input

　　The speech information in people’s brain is mainly from two sources: one is aeroinput another is visualinput. Aero input aims at contacting with the phonetic characters of target language and helping learners acquire phonetic ability. Internet can provide abundant authenticspeech materials. Music, movie, TV, chatting, all kinds sources on net are good speech materials. Learners can intimate the pronunciation and tone through this way and will get the speech ability unconsciously.

　　3.2 Information Input

　　This is an information world nowadays. New information and knowledge follow fast. And internet covers various things of social areas. Internet is the convenientway to get information. People can get the materials they need whenever they want. Most of the information is fashionable and real and is good source for inputting language of languageacquisition.

　　3.3 Culture Input

　　Language is the carrier of culture. The purpose for language learning is to know the country’s culture. On the other hand, culture is an important part of language learning. So culture input in second language acquisition is essential.

　　Internet can provide muchinformation about occidental culture and custom. Like festivals, the news, the characters of economy and politics of westerncountries. It is a key for understanding the westerncountries.

　　4. The Practice of Language Input Using Internet

　　It is popular practice to use internet technique and resource into Englishteaching. At the same time, more and more research, experiment and publishes state that internet can give learners interestsand motivation and enhance the students’abilitiesof listening, reading, speaking and writing. Internet also enablesstudents to study target language in a certain cultural environment. It provides vivid communicative context and help learners to be confident. But applying internet into second language teaching is only in a primary stage. Deep research and study are needed to find some more efficient and practical ways.

　　4.1 Using Internet to Create a Language Context for Second Language Acquisition

　　The most difficult obstacle for Chineseto study Englishis lack of the target language context. To give our Englishlearners more chances to contact with English, to improve the study environment, and make every learner to study Englishnaturallyin the true communication is impossible for Englishteaching. But fast development of internet gives the shortcut and improves the Englishteaching. The biggest contribution is creating a real and naturallanguage context. The service of book, music, movie, news, entertainment, traveling, chatting on the net create a relaxed and artificial environment and a good chance for language acquisition for learners. The learners can entera chatting room or use ICQ to chat with foreign friends. This will help them to know the custom and the authentic English. Englishlearners will receive rich languageinput in a natural languageenvironment and master the languageunconsciously.

　　4.2 Using the Lexical Information on the Net to Improve Learners’Ability of Reading and Writing

　　The websites are various. The language on sites which is excellent, interesting, and authentic will attract the learners. Then they will choose different information as they want to learn the language. And the information on the net can be downloaded for reading and writing. There are many newspapers and periodical websites, like http：/ / www.thetimes.co.uk/，http：/ / www.economist.com，http;//www.chinatoday.com.cn，and http：/ / www.Englishclub.com.cn. Learners can clip this site to read Englishdirectly. While reading if they confront some new words they can use the online dictionary likehttp://www.iciba.com/to get the meaning. Besides, Englishlearners can use internet to improve their writing ability. People can write their thoughts and suggestions in Englishon the message board on some website after reading itwhich can practicetheir writing. Another technique to improve the writing ability is using E-mail. Englishlearners can communicate with the native people or other learners on one topic. This significant writing communication based on interest will give learners more motivation than the writing in classroom. Writing on net requires more complicated vocabulary and grammar than conversation. So internet provides not only the authenticmaterial of input and communication for second language acquisition but alsothe context to practice their language ability.

　　4.3 Using Internet to Improve the Listening Ability

　　The Englishlistening text books are out of date and the language in them is fixed. They can not meet the learners need to study modernEnglish. But the listening materials on net are latest, real and have more information and vocabulary, so they will attract the learners and suit the trend of the education. There is information about economy, politics, technique, culture, people, etc in the listening materials on net, which provide more useful language input for learners. The teachers can download some Englishvideo from the net as the text according to the student’ssituation. Teachers also can introduce some online Englishlistening websites and some Englishbroadcastinglet them practicetheir listening in their spare time. These are some popular Englishwebsite:http://www.tingli.com/, http://www.listeningexpress.com/, http://broadcast.yahoo.com. And there are many onlineEnglishsongs and original movies which can be the materials to practicethe listening. Like http://www.filmsea.com, http://www.niceEnglishsong.com.cn，http://www.english.ac.cn/movies/playwright.htm. These video together with some pictures can let the learner use their auraand visualorgans and improve the acquisition.

　　Conclusion

　　Internet can provide abundant information sources which can be used as the input materials for second language acquisition. Makinggood use of the information on net and the internet technique will improve the second language acquisition, and let learners acquire the language in better environment.

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　　摘要：因特网中的资源被应用与各行各业，在外语教学中它也同样发挥着巨大的作用。本文从第二语言习得过程中语言输入的角度，阐述了因特网网络资源可成为语言输入的理想语料所具备的条件和丰富内容以及利用因特网来辅助第二语言习得的探索实践。并给出利于第二语言英语习得的相关网站。

　　关键词：因特网，第二语言习得，语言输入