Research on Teaching of Reading Based on Krashens Input Hypothesis in Senior High Schools

Abstract

It is well known that reading teaching plays a vital role in English teaching in high schools, because it can not only improve students cultural literacy, but also promote their development of other language skills. According to the requirements of New Curriculum Standard of the Ministry of Education, students should have read more than 200, 000 English words before graduating from high schools. However,
in traditional teaching mode, the teachers teaching and the students learning are not closely connected, so students reading ability can hardly
be improved. Based on this phenomenon, the paper combines Input Hypothesis with English reading teaching in senior high schools, which
aims to raise students reading interest and improve their reading ability, so that English reading teaching can be promoted at the same time.
In this paper, the current problems in high school English reading are found out. To address the problems, the author gives some suggestions
according to Krashens Input Hypothesis, including teaching of various reading strategies and application of comprehensibility, relevance
and interest, not grammatically sequenced and sufficient quantity principle. It is hoped that the advice can provide reference and guidance for English reading teaching in senior high schools.