The Effect Of Finely-tuned Input In Senior One After-class Autonomous Reading

The lack of language input and the shortage of vocabulary will result in the decrease of the reading motivation. Hence, the paper aims to finding a more efficient way of increasing language input with the application of finely-tuned input in after-class autonomous reading.Firstly, an investigation of the Senior One students shows that most of students would like some after-class autonomous English reading. Vocabulary tests also show that most students have the necessary vocabulary for reading. The difficulty of after-class autonomous reading lies mainly in the lack of proper reading materials with proper levels of vocabulary, which indicates that teachers'help and instruction is necessary.Secondly, this paper has investigated Senior One Students'reading motivation and vocabulary with a questionnaire and a Senior English Vocabulary Scale. The results indicate that students'vocabulary is positively correlated with their reading motivation, especially more correlated with their intrinsic motivation than extrinsic motivation.Adopting students' favorite reading materials as the content of finely-tuned input, this study conducts an experiment on two Senior One classes for one semester. The statistics show that after the experiment there are obvious differences of vocabulary size between the experimental class and control class, and the increase of vocabulary of the experimental class students obviously surpasses that of control class students. Moreover, the intrinsic reading motivation of experimental class students is obviously stronger than that of control class students. To conclude, the study proves that the finely-tuned input in autonomous after-class reading can obviously inspire more intrinsic reading motivation in the experimental class, as compared with the control class. Hence finely-tuned input in autonomous reading after-class reading can improve learners'reading interest, and promote their acquisition of English vocabulary.