Towards A Flip ELT Model In Junior High Schools

Stephen D. Krashen’s Input Hypothesis, a group of five hypotheses of second language acquisition, has been influential in language education. It emphasizes on the spontaneous language acquisition of students and advocates a fully learner-centered language classroom. Its core idea has a great impact on ELT classrooms. Meanwhile, the new method of flip teaching is prospering, where different students’needs are catered to and the efficiency of the classes is improved, with the assistance of technological advancement in the field of teaching.This thesis aims to design a flip ELT model in junior high schools under Krashen’s input hypothesis with the assistance of information technology in pursuit of a more student-centered, effective and pleasant ELT classroom in coordinate with the core value of the Second Stage of Curriculum Reform in Shanghai.The research attempts to adopt both quantitative and qualitative analysis for productive and constructive results. Tests and questionnaires are designed and validated by a consistency scale. The research probes into the validity, effectiveness and feasibility of the flip ELT model, as changes in the students’learning attitude, learning habits and English proficiency help to determine whether the flip ELT model is valid in reducing learning anxiety, stimulating learning interest, enhancing their language acquisition, and therefore being more efficient than the traditional task-based method.Through the experiments, the flip ELT model is able to stimulate students’ interest, lower their anxiety level and motivate their initiative in English learning. It is proved to be an efficient teaching method to enhance students’language acquisition. According to data analyses in the research, the flip ELT model has shown its advantages over traditional task-based ELT models, and it’s more coherent with the core idea of student-centeredness in the Second Stage of Curriculum Reform in Shanghai.The research, nevertheless, bears its limitations. The diversity in subjects and the duration of the experiment are insufficient attributing to objective causes. Also, the scarcity of available ideal tests may subtly affect the outcome.It is an irrefutable fact that teaching evolves with the technological advancements. Taken that fact into consideration, suggestions for further research are provided for the designing of future flip ELT model. It is believed the flip ELT model is a successful application of the Input Hypothesis and will benefit the English teaching and learning in junior high schools in the long run.The thesis mainly consists of the following parts:1) An introduction to the topic objects and their relations, i.e. the input hypothesis, the flip teaching and the ELT classroom in junior high schools in Shanghai, as a critical review of the existing problems and their possible solution.2) An empirical research of the flip ELT model in junior high schools described and discussed in the literature.3) A detailed study and constructive conclusion that is indicative of the feasibilities and effectiveness of the flip ELT model and its prospective implementation and exploration.