An In-Depth Research Into The Application Of Input Hypothesis In The Teaching Of English Reading In Secondary Vocational Schools

English is becoming more and more important in daily life, through reading English materials, students can improve their abilit ies to understand and think, and they can enrich their knowledge and enlarge their vocabulary. Therefore, English reading teaching in vocational schools plays a vital role. However, at present the overall situation of students’ English reading interest is insuffic ient, and their reading ability is not ideal. Most of the students can’t meet the requirements of the English Curriculum Standard. Thus improving this situation is imminent. O wing to the importance and current situation of reading, the author carries out this study.Only when learners are exposed to "comprehensive input", which is slightly higher than the second language input of his existing language skill levels, and they concentrate on the meaning or the understanding of infor mation rather than the understanding of the form, can they have acquisit ion. With the combination of input hypothesis and the teaching of English reading, and with the reading classes becoming more interesting, the learners can have more interest in Englis h reading, and then improve their reading ability and their English comprehensive levels when they are given enough language input, which is slight ly higher than their English level and which is shown in various forms.This thesis introduces the present situation of reading and teaching in secondary vocational schools, the important point is a teaching experiment which mainly introduces the specific process of the experiment and analyzes the data obtained from the experiment; the methods mainly used in the research are the questionnaire surveys, interviews, tests and the class experiments. Through half a year’s teaching experimental research, the author proves that : Do English reading training under the guidance of the input hypothesis theory, improve the intelligibility of reading input, explain both interesting and relevant, emphasis on the arrangement of non- grammatical programs, increase the amount of the input, the students’ interest in English reading and learning are improving; Do English reading training under the guidance of the input hypothesis theory, teach the correct reading methods, select the appropriate reading materials, arrange a reasonable reading time, assign appropriate reading tasks, the students’ English reading performance are improving.