Application And Research Of Input Hypothesis In College English Teaching

English language teaching has been for more than140years since itsintroduction. Teaching mode has been involved from the very beginning period,which focused on reading teaching aimed to develop those scholars readingcomprehension so that they can catch up with the most advanced technologydevelopment, to today’s comprehensive language teaching method, which focuses ondeveloping students’ listening, speaking, reading, writing and translating techniquesso as to satisfy their needs in daily life, cultural exchange, and academic field. At thesame time, Scholars at home and abroad also care about the teaching methods, andthey made lots of theoretical and experimental researches, making greatachievements. Meanwhile they give more attention to multimodal teaching mode,which focuses on stimulating students auditory, visual, and tactile senses rather thanthe unilateral language input.But it seems the previous teaching method is rather “hasty”. English teacherstake advantages of multimodal teaching modes and increase their language input onand out of classroom, expecting positive outcomes, but the results failed to prove that.This essay is based on Krashen’s Input Hypothesis, which focuses more on thecomprehensive input so that the students may get i+1output. Also the author studiesthe second language acquisition including the changes of study motives, stimulation,and cognition.The author works an assistant teacher in Harbin Cambridge college in the pastyear, so she chooses students majored in management as her study subjects. Beforethe experiment, she gave them a test, and then rearranges the students due to theirscores in the test, making the two class have almost the same average points. Class A is the experimental class, and class B is the control class. While teaching, the teachergave more comprehensive input in class A, and followed the traditional teachingmethod in class B in the past one year. After the experiments, the author also gavethem a questionnaire to explore their inner feelings during the experiment. Then theauthor compared and contrasted the results of these two classes.The results show that those students in class A got2points higher in theirpost-test than students in class B. What’s more, they seem to have more interest inEnglish study than before in the questionnaire. Students in class A are more willingto answer questions in the classroom, have a better team work cooperation, a bettercommand of English, and are ready to find their own problems in their study.Accordingly, it is proved that, by increasing comprehensive language input, studentsdevelop a better foundation in their listening, speaking, reading, and writingtechniques. It is hoped that the teaching method and mode can be applied to morestudents so that they can benefit in their English study.