An Empirical Study On English Reading Teaching Based On "i+1" Input Theory In Junior High School

The influence of language input on language acquisition has always been an important issue in SLA research.In recent decades,Krashen’s “i+1” Input Theory has had a profound impact in the field of second language acquisition and has provided teaching reference English reading teaching in China.On the basis of previous studies,this paper explores the English reading teaching in junior high school guided by the“i+1” Input Theory and its influence on students’ English reading level.This paper attempts to answer the following questions:(1)Compared with the traditional English reading teaching,can the English reading teaching guided by “i+1”Input Theory improve students’ English reading level more effectively?(2)Which level--high level,average level and low level--students’ score improvement is much more obvious after the teaching experiment based on “i+1” Input Theory?(3)Can the English reading teaching guided by “i+1” Input Theory improve English reading interest,reading motivation and reading speed of students?The primary research methods used in this study are: questionnaire,interview and experimental method.All the students of two privileged classes from Shaoguan City in Guangdong Province were selected as the research participants,namely,the experimental class(EC)and the control class(CC).There are 45 students in each class,90 students in total.At the beginning of the semester,the students in EC and CC were tested before the teaching experiment was conducted.The English reading teaching based on “i+1” Input Theory was used in the experimental class,whereas thecontrol class operated in the traditional English reading teaching.After the experiment,the students in those two classes were tested again.The data of the pre-test and post-test of the two classes are analyzed by SPSS20.0,and the actual effects of the English reading teaching based on “i+1” Input Theory in junior high school were illustrated.From this research,we can draw the following conclusions:(1)Through the experiment and the analysis of the data of pre-test and post-test,this paper holds that the English reading teaching based on the “i+1” Input Theory effectively improves the students’ English reading efficiency.(2)The scores of average level and low level students improve much more than the high level ones.(3)Through the analysis of the questionnaires and interviews conducted in the experiment,this paper asserts that reading teaching based on “i+1” Input Theory stimulates students’ interest better,enhances their learning motivation,improves their reading speed in English reading and helps them make good use of reading methods.This study provides a new inspiration for English teachers in junior high school in English reading teaching.