A Study On The Application Of Input Hypothesis And Interaction Hypothesis In Classroom English Teaching In Our Primary School

Classroom English teaching is essential to acquire language in primary and middle schools, so research on it will be beneficial to find and perfect the basic teaching approach and will make teaching an ideal scientific state.Although the relationship between classroom English teaching and second language acquisition is one of the research topics that are concerned by all the researchers and language teachers, there is little agreement in the literature with regard to the relationship between classroom English teaching in primary schools and Input hypothesis and Interaction hypothesis. As for how to carry out English teaching in primary schools, the opinions of linguists and educators vary. They hold their own understanding towards it since it begins. Nevertheless, there is little systematic exposition towards influence of the two hypotheses upon the perfection and exploration of classroom teaching in our primary school.At present, the leaders at all levels and from all walks of life loudly appeal for the change from the 'exam-oriented education' to 'the quality-oriented education' and from the 'painful study to the joyful study'. Though it is of importance for schools to launch varied extracurricular activities in the changing process, classroom should be regarded the main position to proceed the 'quality-oriented education' because the students fulfill their assignments mostly in the classroom. 'Quality-oriented education' is to develop, to place the fundamental basis and to cultivate all-round development and personal specialty, so to attach great importance to the individual position of each student and to give full play to their initiative and originality will give more opportunities for the comprehensive development of their personality. Hence, we should adhere to the guiding principle of 'initiative, flexibility and originality' andtry to create the classroom atmosphere of 'quality-oriented education'. For these reasons, to study 'Input hypothesis' and 'Interaction hypothesis' and to explore their effects to the English teaching in primary schools are of vital importance to the educational reformation of English and the development of our national economy.This thesis is composed of five chapters. Chapter One introduces us Input hypothesis and discusses its function to language learning in the classroom.Chapter Two discusses Interaction hypothesis and its application in classroom. Chapter Three gives us a display of two kinds of classes, which leads to contrasting outcomes in classroom English teaching.Chapter Four is the primary part of the thesis. It describes the whole survey in great detail, including the research method, data analysis, results, and discussion. Two findings are discovered in this survey and these findings provide some implications for language teachers to effectively increase students' achievement.In Chapter Five, some specific teaching techniques are introduced, intending to practically help teachers manage the language learning in the classroom successfully.Study of Input and Interaction hypotheses is particularly important in foreign language teaching. Without understanding their nature and application, it is impossible for teachers to effectively manipulate their students and to arouse their enthusiasm for English learning. Many people have had such experience that without efficient input and interaction nothing can be achieved. Therefore, having insight into the two hypotheses, and strengthening the reasonable and helpful ones can make teachers effectively impart knowledge and skills and get twice the result with half the effort.