An Investigation On The Current Situation Of English Vocabulary Teaching In Senior High School Based On Krashen’s Input Hypothesis

This thesis,based on theory of Krashen’s input hypothesis,investigated and analyzed the current situation of English vocabulary teaching in four senior high schools in Luoyang by means of questionnaire,in-class observation and after-class interview.The thesis mainly focuses on three problems:1.How do English teachers perceive Krashen’s language input hypothesis?2.What are the main teaching strategies used in English vocabulary teaching at present?3.With the guidance of input hypothesis,what strategies should be adopted for vocabulary teaching in senior high schools?The author collected questionnaires from 400 students and 120 teachers from four senior high schools in Luoyang,and interviewed 40 students and 12 teachers from the four schools.In addition,the author also observed the vocabulary teaching of eight teachers in four schools to investigate the current situation of English vocabulary teaching in senior high schools.The major findings are as follows:1.46% of the English teachers in senior high school have a certain understanding of Krashen’s language input hypothesis,among which the young teachers are the majority,accounting for 73%,and only 27% of the English teachers over 40 years old have much understanding of Krashen’s language input hypothesis.54% of the English teachers have never heard of the language input hypothesis.2.81.7% of teachers still use the traditional teaching method of reading word lists to teach vocabulary.5% of English teachers teach vocabulary by creating situations and contexts,and 13.3% of English teachers teach vocabulary through discourse.3.The main reasons for the above phenomenon are that the senior high school English teachers do not have enough cognition of the language input hypothesis,the English teaching time is tight,the task is heavy,and the teachers do not have more energy to study the vocabulary teaching strategies.It is suggested that on the one hand,English teachers should strengthen the theoretical study of vocabulary teaching,especially the application of Krashen’s input hypothesis in vocabulary teaching.In vocabulary teaching,teachers should consciously increase the input of understandable materials to students,try to make the input materials more interesting,and try to create a harmonious and relaxed classroom atmosphere for students in class to create a language acquisition environment with low emotional barriers.On the other hand,the teaching and research group should make use of the team strength to assign the task of preparing vocabulary teaching to different teachers,so as to reduce the task load of each teacher,and then share resources to jointly explore effective vocabulary teaching strategies.