基于输入假设理论的高中英语阅读教学研究_英语论文

A Study of Teaching of English Reading in High School based on Input Hypothesis

摘要

在第二语言学习过程中，阅读是知识输入的主要源泉，是英语学习的主要途径和手段之一，它可以提高人们的理解能力和思维能力。并且在中国现今高考制度模式下，高中英语阅读更是受到了高度的重视，成为高中学生语言学习及能力测试中尤为重要的一部分。但是从目前整体情况上来说，学生的英语阅读能力通常不是非常理想。因此如何提高学生阅读能力成为阅读教学的首要问题。

美国语言学家克拉申 (Krashen)的可理解的输入”理论20 世纪90年代被国内学者引进，这一理论对英语教学起着重要作用。本文通过问卷调查中学学生阅读和阅读能力情况，以及学生对输入假说指导下的阅读教学方法评价。问卷发放到两个高二班级中，共发放问卷70份，收回有效问卷65份。并对得到数据进行分析研究，旨在揭示出输入假说理论对英语阅读教学的启发性：英语阅读需保证足够量的可理解性输入；阅读材料必须具有趣味性并且强调文化背景知识的重要性。同时揭示输入假说理论在英语阅读教学中所存在的局限性：例如大量输入在学生有限的学习时间里增加了他们额外的负担。最后依据调查研究结果对如何有效进行英语阅读教学提出合理化建议，如在进行文化背景知识输入时应保证信息的趣味性可理解性以及与材料的高度相关性。

关键词：英语阅读；高中阅读教学；输入假说

Abstract

In the process of second language learning, reading is the main way of knowledge acquisition and is one of the most important methods and skills of English learning. It can enhance people’s ideation and intellect. And in the condition that NMET (National Matriculation English Test) plays an essential role in today’s education, English reading comprehension in high school are paid increasingly much more attention, which become a significant part in students’ language learning and skill tests (James Dean Brown,2001). However, from the overall situation, students' English reading comprehension is not satisfying. Therefore, how to improve it has been imminent in English reading teaching.

The Comprehensible Input Hypothesis of American linguist Krashen was introduced in 1990s by the domestic scholars, which is vital in the field of second language acquisition research. A questionnaire is put forward to have a study on the situation of high school students’ English reading and reading comprehension and their evaluation of teaching methods based on the input hypothesis. The questionnaire was handed out to two classes in grade two in high school. 70 questionnaires were handed out in all, and 65 valid questionnaires were returned. It is aimed at revealing the heuristic meaning of input hypothesis in English reading teaching: English reading needs to ensure sufficient comprehensible input and the reading materials must be interesting and emphasize the importance of cultural background knowledge. And analyze the limitation of input hypothesis at the same time, such as a large number of reading input increased students’ burden because of their limited learning time. Finally, some reasonable suggestions are pointed out for English reading teaching according to the result of the investigation. For example, teachers should ensure that the background information is interesting and understandable and is highly related to the reading materials.

Key words: English reading; teaching of English reading in high school; input hypothesis

Contents

Introduction 7

1. Literature Review 8

1.1 Theories on Input 8

1.2 Krashen’s Five Hypothesis 9

1.2.1 The acquisition-learning hypothesis 9

1.2.2 The natural order hypothesis 10

1.2.3 The monitor hypothesis 10

1.2.4 The affective filter hypothesis 11

1.2.5 The input hypothesis 11

1.3 The evaluation of Input Hypothesis 12

1.3.1 Advantages 12

1.3.2 Critiques 12

1.5 Three models in the process of English reading 13

1.5 Three models in the process of English reading 13

1.5.1 Bottom-up model 13

1.5.2 Top-down model 14

1.5.3 Interactive model 14

2. Implication of Input Hypothesis in English Reading Teaching 14

2.1 Access to input in reading teaching 14

2.1.1 Input in the class 14

2.1.2 Input out of class 15

3. An Investigation into application of input hypothesis in reading teaching 15

3.1 Design of the questionnaire 16

3.2 Results and Data analysis 16

3.2.1 Students’ attitudes toward English reading 16

3.2.2 Students’ problems in English reading 17

3.2.3 Students’ evaluation of the teaching methods 18

3.2.4 Students’ evaluation of the teaching materials 19

3.2.5 Students’ view of teaching strategies 20

4. Findings and Suggestions 21

4.1 Problems of the English reading teaching 21

4.2 Suggestions under the guidance of input hypothesis 22

4.2.1 The positive effect of enough input 22

4.2.2 Importance of comprehensible cultural input 22

4.2.3 Choosing appropriate reading materials 23

Conclusion 24

References 25

Appendix 27