A Study On The Application Of The Input Hypothesis To Listening Teaching In The Multimedia Context

Listening, as one of the most important approaches to obtain information, is the premise of smooth communication. Krashen's input hypothesis is a comparatively comprehensive theory in the field of second language acquisition research; the learners try to enhance the listening capability by understanding the language by a gradual internalization of language rules through contact with a lot of input. The input should follow the four essential factors:(1) the input should be comprehensible; (2) the input should be interesting or relevant; (3) the input should be in sufficient quantity;(4)the input should not be grammatically sequenced.It is found that the traditional teaching model is based on a teacher-centered environment, and that students were just passive receivers. This teaching model lack of spoon-feeding interaction does not meet the individual learning needs of students and hinders the students' initiative in the play, is not conducive to the integrated use of student ability. The modern multimedia technology provides the material foundation and protection for the college English teaching reform. Depending on these new technologies, students not only get input in the classroom, but also communicate with teachers at any time for extra-curricular learning. Meanwhile, the diversity of information from multimedia, interactivity to create a rich learning environment will help teachers to mobilize the activity of students, facilitate students'personalized learning and development.Based on the above research, the author researches the application of input hypothesis to teaching of listening in multimedia context, and constructs an input teaching model in Multimedia-assisted listening class.60 students from two classes are chosen as the subjects of this experiment. In the listening process, the experimental group is explicitly taught with the use of input teaching model, while the control group was given the traditional teaching model, Data collection was conducted within their listening class hours. The results show that the input teaching model is of great value in improving second language acquisition in multimedia-assisted teaching of listening.