Abstract

 This paper presents an exploratory research on the application of the Input Hypothesis (Stephen Krashen, 1977) to promote the development of English reading abilities among Chinese secondary students.   Being credited with introducing concepts in the study of SLA (Second-language Acquisition), Krashen is renowned for the Acquisition-learning Hypothesis, the Input Hypothesis, the Monitor Hypothesis, the Affective Filter, and the Natural Order Hypothesis. Input Hypothesis, by and large, emphasizes the significance of comprehensible language input. Attempting to provide Chinese middle school students with modified teaching and learning experiences based on Krashen’s input hypothesis, this author carried out a one-month experiment to foster the development of English reading capability. This thesis mainly carries out six parts of analyses: theoretical analysis, English reading class procedure, interview, pre-test, post-test, and data analysis. The research questions are:

(1)    What are initial levels of students’ English reading abilities?

(2)    What can students achieve after one month’s treatment in language support, cultural background provision, reading strategies training, coupled with direct instruction curriculum model in between? There are questions that this paper mainly discussing.

The subjects are 46 students in Grade Nine, Class Five from The No.2 Middle School of Jinyun. After their Grade Seven’s final-exam, Class Five is randomly constituted by students from Class One to Class Eight, regardless of their academic performances. Thus, the English language competence of students in Class five (the new-formed class) is comparably random as other classes are. Based on three data source, students from Class Five are separated into three hierarchical ranks. After the three research instruments (interview, pre-test, and post-test), the experimental results reveal that the Input Hypothesis is beneficial to the improvement of Chinese Middle school students’ English reading ability.  

Keyword: input hypothesis; Chinese middle school students; reading ability

Contents

Abstract

摘  要

1. Introduction-1

2. Literature Review-2

2.1 About Second Language Acquisition-2

2.2 About the Input Hypotheses-2

2.2.1 The Acquisition-learning Hypothesis-2

2.2.2 The Input Hypothesis-2

2.2.3The Monitor Hypothesis-3

2.2.4The Natural Order Hypothesis-4

2.2.5 The Affective-Filter Hypothesis-4

2.2.6 Summary of Krashen’s Five Hypothesis-5

2.3 About the English Reading-6

2.3.1 Cultural Default (Lack of cultural knowledge)-6

2.3.2 Vocabulary Shortage-6

2.3.3 Interest or Motivation Shortage-7

2.3.4 Ineffective Reading Strategy-7

2.3.5 Summary of English Reading-7

2.4 Previous Studies on Input Hypothesis-8

2.4.1 Researches on Input Hypotheses Abroad-8

2.4.2 Researches on Input Hypotheses in China-8

3. Research Design-9

3.1 Research Questions-9

3.2 Research Subjects-9

3.3 Research Instruments-9

3.3.1 Interview-9

3.3.2 The Pre-test-10

3.3.3 The Post-test-11

3.3.4 English Reading Class Pedagogy Explanation-11

4. Data Collection and Analysis-14

4.1 Interview Analysis-14

4.2 The pre-test and post-test-15

5. Conclusion-17

References-18

Appendix-19

Interview Qustions-19

The Pre-test Paper-19

The Post-test Paper-22

Textbook Reading Passage-24