A Case Study Of Efl Reading Activities In Senior High School Based On The Input And Output Hypotheses

Based on the hypotheses of input and output,and form-focused instruction theory,this study analyzes the types and distribution of classroom activities of reading teaching,in order to learn experience and find shortcomings.This research focuses on four English reading lessons in a key senior high schools in Jilin Province.This study focuses on the following questions:(1)What is the distribution of input and output activities in English reading class?(2)What are the advantages and disadvantages of interaction between input and output activities in English reading class? What is the proportion and distribution of controlled and communicative output activities?(3)What is the distribution of focus on form,focus on forms and focus on meaning in English reading class?(4)What is the distribution of planed and incidental focus on form in English reading class?By observing the four English reading classes and combining the teaching design of the instructors,the following conclusions were obtained: 1.The instructors of the four reading classes took into account both language input activities and language output activities,and the two reached a certain balance.2.Among the four reading lessons,FOM activities accounted for the largest proportion,FOF proportion was the second,and FOFS proportion was the smallest.3.Both the input and output activities of the four observation classes show a certain degree of interaction,but the degree of interaction varies.4.Incidental FOF activities are initiated by teachers.There are some suggestions for the teachers’ classroom activities in English reading teaching: 1.In English reading teaching classes,it is necessary for teachers to increase the intensity of interaction when carrying out input activities.2.In English reading teaching classes,when communicative activities encounter linguistic difficulties,teachers need to deal with them flexible to ensure smooth communication as needed..3.In English reading teaching classes,when designing output activities teachers should arrange the proportion of controlled output activities and communicative output activities reasonably.4.In English reading teaching classes,when carrying out input activities teachers should inspire students by meaning negotiation or giving feedback timely.5.English reading classes should be student-centered,embodying the students’ autonomy and subjectivity.