On Hierarchical Reading Teaching In Senior High School Based On Krashen's Input Hypothesis

Hierarchical Reading Teaching respects students' individual differences,and provides students with moderate difficulty in reading tasks according to students' learning conditions,so as to enhance the reading ability of all students.Among them,providing students with comprehensible and sufficient amount of language input is related to the effectiveness of reading teaching,which is consistent with Krashen's "i+1" best language input principle.Based on the above information and the previous study of Krashen's Input Hypothesis,with Krashen's "i+1" input model as a guide,an experimental study on Hierarchical English Reading Teaching in high school was conducted in this study.The aim is to explore the best hierarchical language input,give full play to the role of Krashen's Input Hypothesis and hierarchical teaching,change the traditional teaching mode,optimize the hierarchical teaching of reading,narrow the gap of reading ability among the students,and fulfil the goal of enhancing the reading ability of all students in class.In order to explore the impact of Hierarchical Reading Teaching guided by Krashen's Input Hypothesis on senior students' reading ability,the research mainly focuses on the following aspects:(1)What are the impacts of Hierarchical Reading Teaching guided by Krashen's Input Hypothesis on the scores,interests,motivation as well as speed of students' reading comprehension?(2)What is the effect of the Krashen's Input Hypothesis on the effectiveness of Hierarchical Reading Teaching and the gap between students in each layer?(3)Which layer is affected most by the Hierarchical Reading Teaching guided by Krashen's Input Hypothesis?What are the implications for the follow-up teaching?Based on these,this study selects two parallel classes of Senior Two students as the research subjects,which are respectively divided into control class and experimental class.The experimental results show that under the guidance of Krashen's Input Hypothesis,Hierarchical Reading Teaching has stimulated students' interest in reading,improved their reading speed,enhanced their reading confidence and improved their reading ability.There is a significant difference between the experimental class.and the control class in the reading performance,which proves that the hierarchical teaching obviously improves the students' reading ability.And the reading scores of all the students in the experimental class were significantly higher than those before the experiment,and the students in the lower level had advanced most,followed by the upper and middle level students.It proves that Hierarchical Reading Teaching guided by Krashen's Input Hypothesis has a remarkable effect and great feasibility.On this basis,some teaching strategies are proposed:(1)to set up scientific target levels,using teaching objectives to guide the teaching design;(2)to create situations for students to raise questions,and stimulate students' interest in reading;(3)to organize diverse teaching activities,making the lessons more interesting;(4)to pay attention to the input of cultural background knowledge,and improve students'comprehension ability;(5)to select proper amount of reading material,and value the"degree" of language input.The above strategies provide the reference for other teachers to enhance the effectiveness of Hierarchical Reading Teaching.