The Effectiveness Of The Non-Natural Input In English Language Instruction At Secondary Level

This paper is intended to explore the effectiveness of the non-natural input in English language instruction at secondary level in the Chinese context. By studying some theories that support the non-natural input, reviewing enough literature and presenting experiments, the paper demonstrates that the input helps lay a solid foundation for learners' further development in language and has a place in today's English teaching in China. The investigation of its roles in FL instruction further shows the values of the input in Chinese classrooms. In addition to the above arguments, the paper also suggests several practices common in the non-natural input - imitation, reading-aloud and recitation. Meanwhile, the paper offers some techniques to avoid misusing the input. Finally, the paper comes to the conclusion that the non-natural input has its values as well as a place in English language instruction in China, but it will hinder English language learning unless suitably managed. The optimal way the paper implies is to integrate non-natural input as a walking-stick with natural input in English instruction in the Chinese environment.