The Comprehensible Lexical Trunk Input On The Teaching Application Of Senior High School

There are two common mistakes in our traditionalEnglish teaching: one is the incorrect use of method, theother is the inappropriate choice of teaching material.The former can further be divided into two, which weredescribed by American linguist Crashen as “i+0” and“i+2”in his comprehensible input hypothesis theory. Interms of “i+0”, term“i” stands for learners’ currentlearning level and “0”for the material and the waysused by instructors far easier than learners’ currentlearning level. On the contrary, as regards“2”, it refersto the material far more difficult than learners canunderstand. The inappropriate choice of material isreflected by the fact that learners are encouraged torecite single words and grammars by their instructors,thinking that a certain amount of words along withgrammatical rules can make native-like fluency.Therefore, a great many linguists, scholars andexcellent teachers devote their effort to study andexplore ways to improve the effect of second languageacquisition.Based on two theories, comprehensible input theory and Lexical Approach theory, I came up with the study ofcomprehensible lexical trunk input on English teachingin Senior high schools. I bring forward two questions:(1)Is it a better way to improve learners’ English level?(2)Will their scores be enhanced after the research?In order to test my hypothesis, I respectively chose40Senior1students in class530and532as experimentalgroup and control group from Dong’an No.1middleschool,Yongzhou city,Hunan province, whose scorescounted from1to40in their first monthly English test.Two methods, process assessment and final assessment,were used to keep track of the English level of thesestudents during the experiment. The experimental groupwas instructed with comprehensible lexical trunk inputwhile control group still followed the traditionalteaching. By using the statistics software SPSS19.0toanalyze the results of their monthly English tests andregular scores, the effect of comprehensible lexicaltrunk input can be clearly indicated.The evidence showed that the comprehensible lexicaltrunk input made a great contribution to the Englishscores of experimental group, whose post-test scores were tremendously enhanced compared with their pretestscores.