The Application Of The Input Hypothesis To The Teaching Of Senior English Reading

With the increasing economic and technological communication between Chinaand foreign countries, English is becoming more and more important in daily life.Through reading a mass of English materials, on one hand, students can enhance theirown ideation and intellect. On the other hand, they can enrich their knowledge andenlarge their vocabulary. Therefore, the teaching of English reading in senior highschools plays a vital role. However, presently speaking, the overall situation ofstudents’ English reading ability is not ideal. Most of students can’t meet therequirements of English Curriculum Standard. Thus improving this situation isimminent.Krashen’s input hypothesis is a comparatively comprehensive theory in the fieldof second language acquisition research. Based on the research of the theory, theauthor researches the application of input hypothesis to the teaching of senior Englishreading. The present paper is a senior English teaching experiment, during whichKrashen’ Input Hypothesis was integrated with the context of China’ senior Englishteaching. It aims to testify whether the increasing comprehensible input, emphasizingvocabulary and structure, and lowering the students’ affective level have a positiveimpact on the teaching of senior English reading. It mainly adopted questionnaires,tests and classroom experiment. The results after nearly one-term teaching experimentindicated that the experimental class significantly did better than the control class inEnglish reading, which proved that Krashen’ Input Hypothesis has some positiveinfluence on the teaching of our senior English reading. Though this was a small-scaleteaching experiment and the study just lasted about half a year, the ExperimentalClass did outperform the Control Class at the end of the term by increasing thecomprehensive input. If these results are meaningful, its influence on our ways oflanguage teaching could be far reaching. At the same time, the author points out thatwe should in no way mechanically adopt it. Then the paper raises some implicationsfor the teaching of senior English reading.The paper consists of six parts.The first part is introduction part, including the background, necessity of the study and the structure of this thesis. The second part gives a brief introduction of theinput theories, the study of the Input Hypothesis both at abroad and home, threereading models and the classroom reading activities. The third part is about researchdesign. This part consists of research hypothesis, purpose, subjects, instruments, asample lesson and procedure of the research. The instrument includes questionnaires,tests and classroom experiment. The fourth part is about shows the results andanalysis of the research, including the collection and analysis of the data. Especiallythe analysis of the comparison of the results between pre-test and post-test waspresented after application of the input hypothesis. The fifth part focuses on somefindings are made according to the teaching experiment in English reading teaching insenior high school. It is proved that senior high school students can improve theirreading ability after being trained by increasing comprehensive input. And that theapplication of input hypothesis has some positive effect on the improvement of seniorhigh school students’ overall language proficiency have been supported. The sixthpart presents the limitations of this paper and a conclusion drawn by the author.