On The English Teaching For The Improvement Of Students With LD In Junior Middle School On The Basis Of Language Input Hypothesis

In recent years, with the growing emphasis on English teaching from schools and society, more and more English LDs(students who have learning difficulties in English)are eager to improve their English ability. Even though both the teachers and English LDs have spent a lot of time and energy on solving the problem, the results are much less than satisfactory. It is still common to see English LDs do poorly in English learning.As one of the most influential second language acquisition theories, Krashen’s Input Hypothesis has caused much attention since it was put forward. Some scholars have tried to apply Krashen’s Input Hypothesis to English listening, speaking, reading, writing teaching in junior middle schools, and the results show that the theory provides significant help for the improvement of students’ English proficiency in junior middle school English teaching. But after some surveys, this study finds that the researches on the application of Krashen’s Input Hypothesis to the English teaching for the improvement of students with learning difficulties in junior middle schools are far from enough, which contributes to the study of this thesis. The research attempts to answer the following questions:1. What are the major problems for the students with LD in learning English and what are their expectations for the future English class?2. Whether the methods the teacher used in this study are effective to improve the students with LD in learning English according to the Input Hypothesis?3. At what aspects can the students with LD in learning English get progress after theexperiment?This study combines qualitative analysis and quantitative analysis, mainly using the following four research instruments: questionnaire, interview, classroom observation and English testing. In order to ensure the reliability and validity of this research, a three-month empirical study is carried on the chosen 60 English LDs from a junior middle school in Hangzhou. First, a questionnaire, interview and pre-test are designed to be done by the participants to find out the current situation of English LDs. Then, through the classroom observations and interviews, Krashen’s Input Hypothesis is applied to the process of English teaching for the improvement of English LDs under observation. At last, the participants are asked to do another questionnaire and a post-test. The data collected during the experiment will be analyzed by SPSS16.0, and the results indicate that the performance of English LDs in the experimental class(EC) is much better than that of the control class(CC) after the experiment. The experiment proves the feasibility and effectiveness of the application of Krashen’s Input Hypothesis to the improvement of English LDs.The study is mainly about the way to apply Krashen’s Input Hypothesis to the English teaching for the improvement of students with LD according to its four leading ideas. And some instructive suggestions for the future English teaching are put forward. At last, after summarizing the research, limitations of this research have been mentioned, and suggestions for further study have been proposed.