The Application Of Krashen’s Monitor Model In English Reading Teaching

Reading is universally and officially acknowledged to be a prior language skill.With the development of our economy, the students improve their demand of Englishlanguage teaching. English input mainly comes from reading and listening. Based onKrashen’s input hypothesis and affective filter hypothesis, this study aims at testingthe effect of more input on students’ reading proficiency and English proficiency byoffering supplementary reading materials in different quantities out of class. The studywas conducted in order to achieve the following purpose:(1) to increase their readingproficiency (2) to develop their interests in reading; and (3) to help them developgood study habits. The author chose two classes consisted of66freshmen who arefrom Cang Zhou Medical College respectively. And the author taught them English.The experiment lasted one semester. The author offered experimental class a lot ofreading materials which were various in style and in content and used a variety ofteaching methods in class in order to arouse their interests in reading and developtheir good study habits. This study includes pre-questionnaire, post-questionnaire,pre-test and post-test. The pre-questionnaire and the post-questionnaire are the same.In order to ensure veracity of the test, the pre-test and the post-test are from the finalexams. The results of the tests were analyzed by the test paper analyzing systemsoftware of Cang Zhou Medical College. Results were as follows: the average scoreof reading comprehension of the experimental class was higher than those of thecontrol class. It indicated that both the reading proficiency and language proficiencyof the experimental class has been increased by reading a larger quantity of materials.The author found out that students in the experimental class had increased theirself-confidence in their studies with they were more active in speaking and askingquestions and developed good study habits. They have also participated in theteaching activity in class. Students in the experimental class realized that reading isvery important and a large quantity of reading did affect their reading proficiency andtheir English proficiency and become more active in their studies. The result of thestudy indicates that this study was successful although there were some limitations init. From this study the following conclusions can be arrived at: the quantity of inputcan influence students’ reading proficiency and their English proficiency and at thesame time, their interests in reading have been developed and their good study habitshave been developed too.