Research On The Design Of High School English Teaching Based On Input Theory

Input is a very important factor in second language acquisition.Input hypothesis proposed by Krashen has played an important role in foreign language teaching.However,most of the researches conducted at home are concerned with theoretical discussions,and the few empirical studies choose college students as object,little attention has been paid to senior high school English teaching.One of objectives of senior high school English teaching is to help students pass the college entrance examination,and teachers and students of this period have to finish heavy load of teaching and learning within three years.As a result,much of high school English teaching is focused on the instructing of the basic grammatical knowledge,and students have to fight with large quantities of exercises to improve their learning,which severely impeded the the quantity and quality of effective input.This study,taking senior high school students as objects of research,intended to propose a teaching design which not only followed the core idea of Input Hypothesis but also goes well with the practical need of High school English teaching.This input based English teaching model,by using the language materials at hand as the main language input material,and constant reading and reciting of the material as the major means of input,aimed at accelerating the absorption and internalization of the grammatical as well as lexical and discourse information in them,and in turn promoting students’ English proficiency.Specifically,this paper intends to answer the following two questions:(1)How to develop a senior high school English teaching model based on Krashen’s Input Hypothesis?(2)What effects will this new teaching design have on the outcome of students’ English learning?A one-semester experiment was conducted in two parallel classes of first graders in the Zhiyuan Senior High School of Qingdao,one as the experiment class,the other as the controlled class.Contrasts of the results of pretest and post-test were conducted and a questionnaire survey and interviews were also carried out.The results show that the Input Hypothesis based teaching model is effective in promoting students’ English learning.Meanwhile,influenced by the new teaching model,students had some positive changes in their attitudes toward the learning of English.This paper is innovative in two aspects.Firstly,the Input hypothesis is applied with full consideration of the actual situation of senior high school English teaching.Secondly,an effective teaching model was developed based on the Input Hypothesis and previous studies.The findings of this research may bring some positive enlightenment to English teachers and learners in senior high school,and hopefully will benefit their teaching,learning and teaching method innovation in the long run.