A Study On Application Of Krashen’s Input Hypothesis Theory To English Reading Teaching In Senior High School

With the economic development in China, English learning becomes more and more important in people’s daily life. Under such a situation, if students want to enrich their knowledge, improve their speculative ability, the rapid and efficiency way is to read a lot of English materials. Target language input in foreign language teaching is especially important. But in the actual teaching activities, students’ English reading ability is not ideal.It is very important for us to study how to use the input method to help students get the best language input. It is critical to find a suitable theoretical method to improve the quality of English reading teaching in senior high school. The “input hypothesis” theory is very helpful for foreign language teaching. It emphasizes the importance of comprehensible input in language acquisition. Focus on vocabulary and structure, increasing comprehensible input to change the traditional mode of English reading teaching in senior high school.The paper is mainly divided into five parts. The experimental and research on the based of the previous research to verifying the following two issues:1. What’s the students’ attitude to the reading teaching method based on the input hypothesis?2. Can the use of the teaching method based on input hypothesis theory have a positive effect on English reading ability?The subjects are 100 students from two classes in Grade 2 of the No.2 high school in Jinzhou, Liaoning province. The two classes respectively named as the “Experimental Class” and the “Control Class”. By means of questionnaire, interview, testing and other research tools to verifying the above issues. Among them, according to the voluntary principle, 20 students from the “Experimental Class” are selected to have an interview on their attitude of the English reading teaching method based on “input hypothesis” theory.The data analysis shows that there is significant difference between the experimental class and the control class. The author proves that the teaching method based on “input hypothesis” theory has a positive effect on English Reading Teaching in senior high school.In the end, the author will put forward reasonable suggestions to the teaching of English reading in senior high school according to the results of the experimental study.