An Investigation On The Reading Section Of NSEC And Its Use With Krashen's "Input Hypotheses"

The textbook plays a vital role in middle school English teaching. It is not only a main carrier to carry out the New Curriculum Standard(NCS),but also the basis of teachers' teaching and students' learning. And the reading section is the most important part in each unit of the English textbooks. It is not only an important approach for the students to gain knowledge but also a main source for the students to acquire knowledge. The reading section is edited according to the requirement of NCS and it also contains some advanced second language acquisition theories. Therefore, when we use the reading section, it is necessary to combine the two theories so that the students' reading abilities can be improved. However, while studying the related references, the author finds that there are many theses on evaluating the NSEC as a whole, but there are few on evaluating the reading part of the NSEC and these research simply used the requirements of NCS as the only criterion. We can draw the conclusion that the usage of the reading part will directly affect the efficiency of teaching.By combining one of the most popular second language acquisition theories -Krashen's Input Hypotheses and the requirement of NCS, the author investigates the use of the reading section of NSEC. The purpose of the thesis is to analyze whether the use of the reading part meets the requirements of Krashen's "Input Hypotheses" and whether the teachers use Krashen's "Input Hypotheses" when they use the reading section to teach.New Senior English for China(NSEC) has been put into use since 2009 in Inner Mongolia. It consists of 3 parts: the teachers' book, the students'book and the exercise book. The book will concentrate on the students'book(bookl-5), which are all compulsory. Besides, The investigation is done by the means of literature, questionnaire and interview. First, the author read relevant literature on coursebook evaluation. Second, two questionnaires were done among 200 students and 30 teachers in Daqi No. 1 Middle School.What's more, the questionnaires of the research are analyzed by SPSS21.0 and then the results are analyzed. At last, ten teachers are interviewed so that the author will figure out some problems that are not easy to speak out clearly. The results show that the reading section meets the requirements of Krashen's "Input Hypotheses" in general, for example, the teaching materials and their exercises can arouse the students' interest. According to Krashen's "Affective Filter Hypothesis”,positive emotions do good to language acquisition. However, while using the reading section to teach, the teachers can not use Krashen's "Input Hypotheses",for example, the teachers spend too much time to explain language points, so the students have to learn passively. But Krashen holds that only acquisition can promote the development of the second language. As for the problems found in the investigation, the teachers have to make full use of the advanced second language acquisition theories and adjust their teaching methods so that the reading section is fully used to improve the students reading abilities.The thesis consists of six chapters:Chapter One Introduction To state the background, purpose and significance of the research and the layout of the whole thesis.Chapter Two Literature Review To show the definition of teaching materials and to introduce its function, evaluating methods, the relevant evaluation home and abroad as well as relevant theories: NCS, Krashen's"Input Hypotheses",Other Second Language Acquisition theories, Cognitive Assimilation Theory and relevant studies on the reading part of coursebooks with Krashen's "Input Hypotheses";Chapter Three Research Design To describe the research questions,object and methods and data analysis;Chapter Four Result Analyses and the Implications To summarize the results of the two questionnaires among 200 students and 30 teachers in Daqi No.1 Middle School and analyze the data by SPSS21.0 software and compare the two questionnaires; interviews will be done among 10 teachers to find the problems that are difficult to express clearly.Chapter Five Conclusion The main findings, implications and limitation of the research.