Experimental Study Of English Reading Teaching In High School Based On Input Hypothesis

With the continuous development of global economic integration,the communication between China and the world are becoming more and more frequent.Under this background,students should not only increase their knowledge of English,but also enlarge their knowledge,as well as improve their English understanding abilities of thinking and analyzing.In order to achieve these goals,reading enough English materials is one of the most effective and rapid ways.With respect to the majority of senior high school students,completing substantial English reading materials can not only enhance their English language sense and proficiency,but also provide an access to get information which is useful to learn language knowledge.Therefore,as one of the important ways to learn English,reading in high school English teaching cannot be ignored.The overall reading abilities of current senior high school students are not satisfactory."Input hypothesis" as an effective teaching methodology is of great significance to improve the English reading level in senior high schools."Input hypothesis" emphasizes the input in language learning.It has its own methods and techniques aiming at vocabulary and structure study.This hypothesis can provide an effective way to improve English reading education,especially in revising the traditional input mode of the current high school English reading education,which can improve the overall level of senior high school English reading education.This paper is aiming at verifying two questions:In English reading teaching,how is the comprehensible input represented?And how can we use the input hypothesis to improve students' English reading ability?Based on the previous researches,the author selected two classes in grade two which belong to a senior high school in Changchun City,and designated them as experimental class and controlled class respectively.The conventional teaching method was applied to the controlled class and the "input hypothesis" teaching method was applied to the experimental class.The teacher provided the experimental class with the background information of the reading materials,designated pre-reading missions and led the group discussions during class,so as to try the teacher's best to demonstrate the comprehensible input.Pre-test,post-test,questionnaire as well as interview were applied in this study,and the experimental results showed that comparing with conventional teaching mode,"input hypothesis" could exert positive influence on the reading abilities of senior high school students,the positive influence included the significant improvements of English learning interest,English reading confidence as well as English reading scores and so on.Therefore,"input hypotheses" should be popularized in relevant areas owing to it is an effective and advanced English teaching mode.