College English Reading Teaching Based On Input-Output Hypothesis

The study of the input hypothesis and output hypothesis exerts a tremendous and far-reaching impact on the theories of second language acquisition. Among them the most influential and controversial theories are Krashen’s input hypothesis and Swain’s output hypothesis.Krashen’s input hypothesis is mainly composed of the Acquisition-Learning Hypothesis, the Natural Order Hypothesis, the Monitor Hypothesis, the Input Hypothesis and the Affective Hypothesis. The input hypothesis emphasizes the key role that the comprehensible language input plays in language acquisition. Swain’s output hypothesis which is acknowledged as a complement to Krashen’s claim mainly performs three functions:the "noticing/triggering" function, the "hypothesis-testing" function, and the "metalinguistic" function. They restrict and complement each other. Furthermore, they interpret and expound the process and condition of second language acquisition from various aspects and contribute a surprisingly large share to foreign language teaching, especially to the college English reading teaching in China.This thesis, based on Krashen’s input hypothesis and Swain’s output hypothesis, from the perspective of empirical research, attempts to testify the effect of the efficient combination of input hypothesis and output hypothesis on the improvement of college English reading teaching. More specifically, this article will discuss the following chief questions:(1) What effect does the efficient combination of input hypothesis and output hypothesis have on college students’ability to obtain English reading information?(2) What effect does the efficient combination of input hypothesis and output hypothesis have on college students’English reading interest?(3) What effect does the efficient combination of input hypothesis and output hypothesis have on college students’English reading appreciation and reading creation?Two Classes, reported to have the almost same English reading level, chosen from Accounting major, Grade2012, Division of Commerce in Hunan International Economics University, participate in this comparative teaching experiment. The experiment includes pre-test, class teaching, post-test and questionnaires. The statistical data software SPSS is used to analyze the data. The experimental results reveal that the efficient combination of input hypothesis and output hypothesis will be beneficial to the improvement of college English reading teaching effect. Not only can learners strengthen the ability to obtain English reading information, but also enhance English reading interest, promote English reading appreciation and reading creation significantly. Finally, this thesis puts forth some insightful proposals on how to make possible the efficient combination of input hypothesis and output hypothesis for the sake of promoting students’ability to gain English reading information, enhance English reading interest, reading appreciation and reading creation.