| Listening, as one of the four language skills, is an important part of English teaching and learning in senior high schools. Moreover, with the development of teaching and the improvement as our national Standard English Curriculum’s demand for the English listening ability, more and more high school students desire to improve their listening ability. But for most rural senior high school students, their listening ability is still on a poor level due to the traditional instruction method. In the rural senior high school, because of the deficiency in teaching conditions and the quality of teachers, the poor level of the rural students, and the high pressure of the Entrance Examination, most teachers neglect training of the listening techniques and developing of the listening skills.In this thesis, the author applies the Krashen’s Input Hypothesis to the English listening class in the rural senior high school, and tries to verify the effective and the accepted of the Krashen’s Input Hypothesis in listening teaching class through these aspects:a) providing more comprehensible input in listening class; b) guiding the students acquiring more comprehensible language input out of the class; c) focusing on the affection of the students.In the thesis, a one-semester experiment in two classes (100 students in all) of senior grade one was conducted with the questionnaire, listening testing, and data collecting and analysis being provided. And that, the students in Controlled Class received the traditional teaching model, while those students in Experiment Class received the teaching model based on Krashen’s Input Hypothesis. In the end, through analyzing the results of questionnaires and the experiment data, the hypothesis from different aspects is hopefully to be advanced.The thesis concludes that the application of Krashen’s Input Hypothesis in listening class for the rural high school students is effective in improving the students’ listening skill. |
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