Researching The Effect Of Input Hypothesis On Reading Instruction In Vocational School Of Higher Education

Listening, reading and writing are language skills which indicate the English competence of a learner. Reading is the most commonly used language skill among others. Moreover, reading comprehension is the most important part in every kind of exams. Therefore, it has been a long time that Chinese teachers are laying emphasis on developing students’ reading comprehension in English.Krashen’s Input Hypothesis has made enduring contribution to second language acquisition research and produced an extensive and far-reaching influence on foreign language teaching both at home and abroad. As far as the value of its application is concerned, the input hypothesis provides an important reference for foreign language teaching research.Based on literature researching, the thesis firstly clear what is reading and what is the basis of reading comprehension, and secondly some problems of English teaching in vocational school of higher education are discussed. With reference to the reading theory,Krashen’s second language acquisition theory and other theories related to input research,such as ‘the input hypothesis’ and‘the Affective Filter hypothesis’ are applied to discusses the comprehensible input and the ‘affective filter’ in English reading instruction and learning. Then this thesis studies the language input,the cultural and affective input, especially their means. Combined effect of the three factors on reading, the author has worked out an effective approach that is comprehensive input-based approach to English reading instruction and learning. This approach places a great emphasis on the comprehensive input in terms of language,culture and affect.In order to confirm its applicability in practice, a one-semester experiment was conducted. The methodology consists of three research methods —questionnaire, classroom observation and tests, including the purpose, target and content of research. The questionnaire is designed from teaching effects,difficulties of teaching materials, students’ affection to name just a few. And two‘Practical English Test for Colleges’ are used before and after the teaching experiment. The result showed that the scores of the Experimental Class in reading comprehension were higher than those of the Control Class. Besides, the result of questionnaires also demonstrated that this approach can make learners relaxed. So we can reach the conclusion that this integrated approach to readingis not only applicable but also effective in the process of improving the ability of second language learners’ reading comprehension. These findings suggest that comprehensible input has a significant impact on learners’ reading comprehension. The results of this thesis can be concluded to two points. The first one is enough comprehensible input should be taught though reading instruction, in order to help students enhance English reading skills. The second one is ‘affective filter’ should be ‘down’, in order to let students release their tense and anxiety to read.Finally, some suggestions and implications of the findings for English teachers are discussed in the study and pointed out, which may be useful in English reading instruction and learning in vocational school of higher education. And recommendations and questions for future research on the related issues are also proposed.