| Input Hypothesis, advanced by Krashen, a famous American applied linguist, in the late 1970s the early 1980s, is an all-round theory concerning second language acquisition. Meanwhile, it is the most influential and most controversial theory in second language acquisition research. Such influences still exist even now. Krashen's Input Hypothesis is similar to Chomsky's theory on first language acquisition in some respects, such as the function of Language Acquisition Device in the process of language learning. But the difference between these two theories is also obvious. Krashen points out that language input plays an identical part with Language Acquisition Device in language learning process. On the basis of Language Acquisition Device, together with language input, a learner can construct a series of internal expressions of a second language, in other words, construct an independent language system outside the learner's first language (Jia Guanjie, 1996).Krashen created a new term comprehensible input in his Input Hypothesis. He argues that only comprehensible input (i+1) is received, the language knowledge can be internalized and absorbed by the learner. It is regretful that Krashen does not tell us what input is comprehensible input.As has been widely accepted by psychologists and linguists, language learning is a cognitive process in which learners are actively involved. As far as the present status of cognitive psychology in language research is concerned, the information processing theory, put forward by Simon andNeisser, is familiar to the linguists at home and abroad. As another branch of modern cognitive psychology, Piaget's Constructivist Learning Theory and AusubePs Cognitive Assimilation Learning Theory are considerably ignored.The present study aims to further interpret the comprehensible input in Krashen's Input Hypothesis with Piaget's Constructivist Learning Theory and Ausubel's Cognitive Assimilation Learning Theory so as to improve the quality of language input, and ultimately facilitate language learning and teaching.The whole thesis contains 8 sections including 6 chapters, with introduction and conclusion before and follow the main body respectively.Chapter one tracks down two types of language learning theories: Behaviorist learning theory and Nativist learning theory. Furthermore, briefly introduces Krashen's Input Hypothesis.The second chapter two details the five linked hypotheses in the Input Hypothesis, i.e. acquisition-learning hypothesis, monitor hypothesis, affective filter hypothesis, natural order hypothesis and input hypothesis. On one hand, the present study confirms its position in second language acquisition research, on the other hand, points out the problem it left. Krashen does not explain what comprehensible input is.The chapter three elaborates Piaget's Constructivist Learning Theory. His theory not only reveals that language learning is a cognitive process, but also lays a foundation for Ausubel's Cognitive Assimilation Learning Theory (Ausubel interprets the learning process with cognitive structure).Chapter four is devoted to AusubePs cognitive Assimilation learning theory involving meaningful learning, cognitive structure variables and the mechanism of meaningful learning, in which three types of assimilation are demonstrated. They subordinate assimilation, superordinate assimilation and combinational assimilation.The fifth chapter tries to interpret " comprehensible input" with Cognitive Assimilation Learning Theory. Through analysis and synthesis, the thesis finds the interface between the assimilatiom theory and comprehensible input, and then, makes the conclusion that comprehensible input is the input relevant to a learner's original knowledge (either first language or second language).Chapter six dwells on the significance of the conclusion in language teaching. The paper explains it from three aspects (three elements in language teaching): the learner, the teacher and the textbook respectively.Finally, review and prospect...
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