The Application Of The Input Hypothesis To English Listening Teaching In The Junior Middle Schools

Krashen's Input Hypotheses has attracted more attention since it appeared and many scholars have carried on extensive researches to both the theory and its application to the language teaching. As the main language input channel and one of the four basic skills of language learning, listening has been paid more attention recently. Some of the researchers have tried to apply the Input Hypothesis to the college listening teaching and received the satisfactory results. But what about its application to the junior listening teaching? What results will we receive? This kind of research is scarce till now. So this thesis tried to apply the Input Hypotheses to the junior listening teaching, reformed the traditional input way, with the hope of offering some enlightenment and consult to changing the present situation of the junior listening teaching and improving the listening competence of the juniors.Based on the analysis of questionnaires for the listening teaching in two classes in the No.13 Middle School in Hohhot, the thesis designed a new input method from two aspects according to the Input Hypotheses: lowing anxiety and increasing comprehensive input. The new input method consists of five-minute's work before class, background knowledge introduction before listening, group discussion while-listening, extensive listening after-listening and listening for tasks. In order to confirm the validity of the new method, the author made a one-term experiment to Class 5 and Class 6 in Grade one in No.13 Middle School in Hohhot .Class 5 was the experimental class, which was taught in the new way, and Class 6 was the control class which used the traditional method. The experimental results indicated, which were analyzed by SPSS 11.0, there are significant differences between two classes. Then such a conclusion is made that the new input method is effective in improving the listening comprehension competence of the junior students and it is worthy to be further considered.The thesis is composed of five parts: the first part is the background and significance of the study; the second part is literature review about the listening teaching and the Input Hypothesis; the third part is to explain in detail the objectives, hypotheses, subjects, instruments, procedures of the experiment and the collections, analysis of the data; the fourth part is the analysis of the results of the two questionnaires and two tests; the fifth part is the conclusion, implication and limitation of the study.