A Study Of The Reflective Role Of Input In A Secondary EFL Classroom

The great majority of English teachers in China is used to and favors the teaching method of drills in new words and sentence patterns. With the popularity of the natural input approach, many of them begin to recognize the importance of language input in language acquisition. As research has indicated the role of input in language teaching, Krashen's proposition of learning through reading warrants more attention and thinking ahead. From the perspective of Krashen's Optimal Input Hypothesis, input that fits the characteristics of optimal input will encourage acquisition at the fastest possible rate: comprehensible, interesting/relevant, not grammatically sequenced, and sufficient. In the context of foreign language learning in China, is the 'learning through reading' approach workable, or efficient? As far as efficiency is concerned, this approach might not be the best option given the English language context in China. Empirical studies indicate that effective instructional intervention can speed up the learning process and enhance accuracy (Ellis, 1994). Meanwhile, more attention has been focused on the role of language learning - in shaping one's personality and promoting achievements in liberal arts. 'New Curriculum Standards for English Teaching at Senior High School' (2003) centers the objective of integrative language using ability on the cultivation of five qualifications: language knowledge, language skills, affective state, learning strategies and cultural awareness. Based on insights from various sources, this thesis intends to explore the role of input in learners' interlanguage development from three angles: quality, quantity and affective filter. The relationship between quantity of input and performance is investigated with two variables in mind: length of learning English and weekly learning time. Due to the limited time and the elicitation methods, biserial correlation analysis does not quite indicate any significant correlation. Questions of dictionary use and whether to attend complementary or improvement class are intended to find out the relationship. between quality of input and performance. It shows that it is beneficial to reach authentic language input after classroom instruction. Anxiety.in learning is related to classroom activities, the teacher's attitude and the evaluation system. Based on the research findings, the study makes the conclusion that exposure to authentic input and a democratic and harmonious classroom environment could facilitate language learning.