A Research In The Relationship Between English Input And Students’ Achievements

Changing the time-consuming and inefficient situation of Chinese foreign language teaching is the aim of most foreign language teachers. However, traditional teaching is done only through the instruction and consequent "cramming". It is a kind of one-way communication which is lack of enough input. Those students receive information passively and have few opportunities for output. This is not helpful to the improvement and development in students’ competence of using language. In the thesis, it holds that, in order to improve students’ achievements, teachers need enhance the target language input, and also pay attention to the output of the students.Among the studies on SLA, the most influential ones are Krashen’s Input Hypothesis and Swain’s Output Hypothesis. Based on the former studies, this thesis takes the Input Hypothesis and the Output Hypothesis as its theoretical bases. It further discussed the relationship between linguistic input and output to promote students’ achievements. Specifically, it investigated whether the application of increasing the English input in primary school could promote the students’ English achievements. The experimental group (EG, N=45) and the control group (CG, N=45) were chosen from grade5in a primary school in Panyu District of Guangzhou city in Guangdong province to participate the study. The experiment lasted twenty weeks. During the twenty weeks the teacher increased the amount of the English input, which contains the listening input and reading input. Both of the experimental group and the control group chose the same textbook of Guangzhou Edition for grade five. Besides, the experimental group chose "two newspapers and one book". They are Modern Primary Students, Guangzhou Morning Post, English Development for Reading and Writing. The pre-test, the post-test and the questionnaires led to the following findings:first, EG participants who received increasing the amount of input training yielded more gains; second, after training, the EG participants showed significantly more positive attitude towards English learning. This experiment fully proves that creasing input and combining input and output English teaching can promote student’s English achievements and learning attitude. Based on an in-depth comparative analysis of the data obtained from the empirical study, the experimental result is comprehensively reviewed in this thesis. It is hoped that this study will pave a way for exploring an effective method of English teaching and therefore provides some beneficial references for the advancement of English teaching.