The Investigation Of Effective Input In Rural Junior Middle School English Class

Language Input Theory is an important foreign language teaching theory. Foreign language experts have made a lot of achievements, such as Krashen's input hypothesis. On the basis of Stephen Krashen's well-known Input Hypothesis and the research findings of some other linguists and experts in the field of Second Language Acquisition, the author of this thesis conducted an investigation with the purpose of finding some valuable facts that may serve as the answer to the puzzle why Chinese countryside students have such great difficulties in acquiring a high English proficiency, and meanwhile she tried to provide English teachers with some workable implications from her research. 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. Chinese scholars have made a lot of study in the input theory, but most of their study is related to university English teaching and study, or just theoretical study of the teacher's role or input opportunities and conditions. For secondary schools, particularly in rural junior middle school English teaching and study, the research is relatively inadequate. This thesis will discuss the input hypothesis in Chinese rural teaching environment. It is aimed at enhancing the classroom efficiency and improving the quality of classroom teaching. Especially it is important for the young teachers who have no experience.During the study process, the author observed the English classes of Grade 7 in Huangpi District Caidian Secondary School. Class observation focused on how different teachers used different ways of inputs to cater to the same teaching content. Then two questionnaire surveys were carried out among the students and teachers of Grade 7. The results showed that the same teachers used different approaches in different classes; different teachers also used different input methods for the same contents.The research implies: First, teachers should use appropriate input methods suitable for the local actual teaching condition; second, teachers should take different input methods to cater to students' particular needs and character.