Non-Natural Input

This thesis grows out of the concern for the exploring the effectiveness of the non-natural input in English language instruction at secondary level in the Chinese context. By studying some theories that support the non-natural input, reviewing enough literature and presenting experiments, the thesis demonstrates that the input helps lay a solid foundation for learners' further development in language and has a place in today's English teaching in China. The investigation of its roles in FL instruction further shows the values of the input in Chinese classes. Besides the above arguments, the thesis also suggests several practices common in the non-natural input — imitation, reading-aloud and recitation. Meanwhile, the thesis offers some ways to avoid misusing the input. Finally, the thesis reaches the conclusion that the non-natural input has its values in English language instruction in China, but it will hinder English language learning unless suitably managed. The optimal way is to combine non-natural input as a walking-stick with natural input in English instruction in the Chinese context.