On the Application of Krashen's Input Hypothesis in college English teaching

Abstract

Krashen's Input Hypothesis develops from his earlier theory—the Monitor Model, which is one of the major Second Language Acquisition Theories. Based on this Hypothesis, an emphasized comprehensible input means significance to the effect of college English teaching as well as to the improvement of the communicative skill of the college students. The hypothesis focuses on comprehensible input which causes language acquisition. Teachers are responsible for providing adequate language input in class and students' exposure to English can be maximized in four ways to enhance EFL teaching. The Input Hypothesis inspires and benefits both the language learners and the teachers. It is of great value in improving second language acquisition as well as language teaching. This thesis introduced the Input Hypothesis, analysed current situation and existing problems in college English teaching, then discussed the application of Input Hypothesis for college English teaching with some specific examples. 

Keywords　Input Hypothesis; application; comprehensive input; college English teaching

Contents

Abstract I

Contents I

Introduction 1

1. College English teaching in China 1

1. 1 Unsatisfying teaching materials 1

1. 2 Ineffective learners 2

1. 3 Outdated teaching method 2

1. 4 Test-oriented system 2

2. The Krahen's Input Hypothesis. 3

2. 1 The Theory of Krahen's Input Hypothesis 3

2. 2 The Characteristics of Krashen's Input Hypothesis 4

3. Aplication of the Input Hypothesis for English classroom teaching. 4

3. 1 Improvements of the teaching materials 5

3. 2 Improvements in the teaching mode 5

3. 3 Appropriate evaluation 6

3. 4 Application of the multimedia technology 6

4. Conclusions. 6

References 8