Classroom Task Design And Monitoring From Input Hypothesis Perspective: A Case Study Of A Senior High School English Class

The Monitor Model is one of the major Second Language Acquisition theories,and has contirbuted a lot to second language acquisition. It is put forward by Krashen,and composed of5hypotheses, among which the Input Hypothesis is one ofKrashen’s most controversial theoires, and is later used as a replacement of the termthe Monitor Model. The Input Hypothesis has great implications to English teaching.With more and more English classes adopting the Task-based Language Teachingmethod, classroom tasks are becoming one of the most important procedures to’students classroom activities. Many aspects of tasks have been studied in the area ofSecond Language Acquisition and language teaching. Atfer referring to both theoiresof the Input Hypothesis and TBLT, the author noticed the two coincide with eachother in that the former emphasizes the comprehensibility of the input andsubconscious acquisition while the latter requires learners’ focus on tasks rather thanlanguage itself. Thus this paper tries to study high school classroom task design andmonitoring from the Input Hypothesis perspective. It is necessary for task designers toconsider many elements in the implementation of tasks in the classroom, like thenumber of students, student characteirstics, etc. The author mainly focuses on theprocess of task design to study the principles task designers should take intoconsideration regardless of the special conditions of some individuals, and ifveprinciple are made based on the Input Hypothesis perspective. Cases that embody theprinciples rfom real classrooms have been cited to prove the correctness of theprinciples. And a case study has also been included to prove the validity of theprinciples. It also tries to offer two checklists for task designers to monitor the designand implementation of tasks in classroom to check whether the tasks based on theprinciples offered in the paper work or not.This paper mainly involves6chapters, among which a rationale for the choice oft’opic, issues related to Krashens Input Hypothesis and tasks, the discussion about theprinciples of task design, and two checklists used to monitor the processes of task design and implementation will be provided. Cases taken from the eighth nationalsenior high school English classroom teaching demonstration seminar are descirbedseparately to show the different pirnciples provided in this thesis embeded in differenttasks. A case study has also been carired out to prove the validity of the principlesoffered in this paper based on the Input Hypothesis perspective. In the case study, theauthor makes a teaching plan of which the tasks designed are based on the offeredprinciples. Two checklists used for the monitoring of the processes of task design andimplication have also been used. The author used self-evaluation and questionnaire asa barometer of the validity of the pirnciples provided in the paper.