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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
1. Introduction
Input Hypothesis, initially, is a component of five hypotheses (the Acquisition-learning Hypothesis, the Input Hypothesis, the Monitor Hypothesis, the Affective Filter, and the Natural Order Hypothesis) and put forward in 1977 by Stephen Krashen. And gradually, this term is evolved from a component into a group term of the five hypothesis. “People acquire second language only if they obtain comprehensible input and if their affective filters are low enough to allow the input ‘in’” (Krashen, 1985) According to Stephen Krashen, effective second language teaching and learning requires careful planning of input, which is the ultimate basis for any successful language learning. He emphasizes that input in language classes has to have two characteristics:
1) Comprehensible, i.e. the learners/students must be able to understand a majority of the input so that their interest and motivation can be sustained. Comprehensible input, playing a primary role in the Input Hypothesis, is a concept of hearing and understanding language message that are above English language learners’ current level but not too difficult.
2) I+1, i.e. the comprehensible input has to be one level above students’ current level. The concept of “I+1” has its origin in Vygotsky’s Zone of Proximal Development – ZPD. Zone of Proximal Development (ZPD): is Vygotsky’s term for the range of tasks, concerning developmental and educational psychology, a child is in the process of learning to complete. The concept of Zone of proximal development, posited by Vygotsky, often being referred to the way in which the acquisition of new knowledge is dependent on previous learning and the availability of instruction.