Study On English Reading Teaching In Senior High School From The Perspective Of Input Hypothesis

Reading plays an important role in English learning.However,the quantity,interest and comprehensibility of English reading materials provided by teachers,the difficulties and teaching methods of teachers’ teaching affect reading teaching,which echo the four characteristics of Krashen’s Input Hypothesis: adequate,comprehensibility,interest and relevance,non-grammatical sequential.Therefore,this study will investigate the application of Krashen input theory in high school English reading teaching,in order to clarify the problems and causes of high school English reading teaching from the perspective of Input Hypothesis.And according to the relevant theory to give some suggestions about the solution to the problem.This research mainly adopts the questionnaire survey method,the interview method,the classroom observation method.In this study,300 students and 30 teachers from three high schools at different levels in Luo Yang City were selected as samples and investigated with self-designed questionnaires.300 students questionnaires were sent out and 300 were collected,including 297 valid questionnaires;teachers questionnaires were sent out 30 and recovered 30,of which 27 were valid.And then,15 students and 9 teachers were selected from the students and teachers who participated in the questionnaire to be the interviewees.Finally,in order to ensure the credibility of the survey results,18 classes in three high schools were observed in class.Through the data analysis from SPSS 24.0,it is found that teachers’ use of Krashen Input Hypothesis in high school English reading classroom is not optimistic.Some of the main problems are as follows : only 3.7% teachers will provide students with enough English reading materials,7.1% students can’t understand what the teacher teach in class,55.6% English reading class lacks of diversified classroom activities,55.9% teachers pay too much attention to the language points in the English reading articles and neglect the understanding of the deep meaning conveyed by the articles.Therefore,this study holds that teachers should not be limited to the articles in textbooks,but should develop textbooks twice according to the needs of students.Secondly,teachers should strengthen communication with students,understand students’ learning level and ensure the comprehensibility of what they teach.Thirdly,teachers should change their educational concepts,and focus on student activities and create a variety of classroom activities to increase the interest of English reading classes.Finally,teachers should change from paying attention to the teaching of language points to paying attention to students’ understanding of English reading texts’ deep meaning.