Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges

Wang Xia

doi:doi:10.11648/j.ijll.20190705.15

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Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges

Wang Xia

Published in International Journal of Language and Linguistics (Volume 7, Issue 5)

Received: 22 July 2019 Accepted: 16 August 2019 Published: 4 September 2019

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Abstract

Reading is a basic skill of English learning and the base of developing listening, speaking and writing skills. As a way of “knowledge input”, reading is also the major pathway for research and exchange of science and technology. In Higher Vocational Colleges, due to fewer reading classes and their relatively weak English foundation, most students produce negative reading attitudes towards English and their English reading ability is poor. In order to cultivate students with strong English reading ability to adapt to social development, the author chose 63 students from a higher vocational college as subjects and carried out a ten-week reading program under the guideline of Input Hypothesis Theory. Before and after the program, the students were asked to finish surveys about reading attitudes to English and do English tests. During the program, the students were asked to read a English novel every week. Meanwhile, the author monitored the program all the way to ensure its smooth progress. After ten weeks, by collecting, comparing and analyzing data from surveys and English tests, the author understood deeper the influence of Input Hypothesis Theory on students’ English study. The result indicated that, after the reading program, those students improved not only their reading attitudes to English, but also their English reading ability to a great extent.

Published in	International Journal of Language and Linguistics (Volume 7, Issue 5)
DOI	10.11648/j.ijll.20190705.15
Page(s)	213-217
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Input Hypothesis Theory, Reading Attitudes, Reading Ability, Students in Higher Vocational Colleges

References

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[2]	Zhang Lei, Zhang Shuxin, On How Students of Higher Vocational Colleges Meet Social Needs with Their Applied. Hua Zhang. Issue. 15, 2014, p. 222.
[3]	Joseph, L., Reading—encourage positive attitudes: strategies for parents and teachers. National Association of School Psychologists 2004.
[4]	http://www.cnki.net/.
[5]	Zhao Ziwei, Research on Reform Strategy of College English Reading Teaching Based on Input Hypothesis Theory. Journal of Liaoning Institute of Educational Administration. Issue. 4, 2017, pp. 74-76.
[6]	Mo Na, Research on Teaching of College English Reading with Pleasure Reading of Krashen’s Input Hypothesis. Journal of Wuzhou University. Issue. 2, 2017, pp. 95-99.
[7]	Liu Caixia, The Enlightenment of Krashen’s Input Theory on English Extensive Reading. Journal of Jiangxi Vocational and Technical College of Electricity. Issue. 6, 2018, pp. 30-31.
[8]	Xiang Huiping, The Enlightenment of Krashen’s second language acquisition Theory to English Reading Teaching in Five-year Vocational Colleges. Journal of Nanjing Radio & TV University. Issue. 4, 2017, pp. 31-34.
[9]	Krashen, S. D. and Terrell, T. D, The Natural Approach: Language Acquisition in the Classroom [M]. 1983 Alemany Press.
[10]	Ou Yangkun Enlightenment of Input Hypothesis Theory in College English Teaching. Science & Technology Information. Issue. 1, 2010, pp. 172-173.
[11]	Liang Huichao Research of English Reading Teaching and Learning in Higher Vocational Colleges Based on Input Hypothesis Theory Journal of Zhengzhou Railway Vocational & Technical College. Vol. 25 No. 3 2013, pp. 111-113.
[12]	Reagan, N., Hann, F. and Stoeckel, T Extensive Reading Quizzes and Reading Attitudes. TESOL Quarterly 2012 Issue. 1, pp. 187-198.
[13]	Sun Y. M. Inspiration of English Reading Theories for Improving Reading Rate and Reading Competence. Journal of Huazhong Science and Technology 1999 Vol. 1 pp. 134-136.
[14]	Alderson, J. C. & A. H. Urquhart. Reading in a Foreign Language [M]. New York: Longman 1984.
[15]	Susser, B & T. N. Robb. EFL Extensive Reading Instruction: Research and Procedure [J]. JALT Journal, (2): 161-185 1990.
[16]	Palmer, H. E. The Principles of Language-Study [M]. USA: Oxford University Press 1964.
[17]	Day, R. R. & J. Bamford. Extensive Reading in the Second Language Classroom [M]. Cambridge: Cambridge University Press 1998.
[18]	Krashen, S. D. Principles and Practice in Second Language Acquisition [M]. New York: Pergamon Press Ltd 1982.

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Wang Xia. (2019). Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges. International Journal of Language and Linguistics, 7(5), 213-217. https://doi.org/10.11648/j.ijll.20190705.15

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Wang Xia. Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges. Int. J. Lang. Linguist. 2019, 7(5), 213-217. doi: 10.11648/j.ijll.20190705.15

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AMA Style

Wang Xia. Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges. Int J Lang Linguist. 2019;7(5):213-217. doi: 10.11648/j.ijll.20190705.15

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@article{10.11648/j.ijll.20190705.15,
  author = {Wang Xia},
  title = {Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {5},
  pages = {213-217},
  doi = {10.11648/j.ijll.20190705.15},
  url = {https://doi.org/10.11648/j.ijll.20190705.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190705.15},
  abstract = {Reading is a basic skill of English learning and the base of developing listening, speaking and writing skills. As a way of “knowledge input”, reading is also the major pathway for research and exchange of science and technology. In Higher Vocational Colleges, due to fewer reading classes and their relatively weak English foundation, most students produce negative reading attitudes towards English and their English reading ability is poor. In order to cultivate students with strong English reading ability to adapt to social development, the author chose 63 students from a higher vocational college as subjects and carried out a ten-week reading program under the guideline of Input Hypothesis Theory. Before and after the program, the students were asked to finish surveys about reading attitudes to English and do English tests. During the program, the students were asked to read a English novel every week. Meanwhile, the author monitored the program all the way to ensure its smooth progress. After ten weeks, by collecting, comparing and analyzing data from surveys and English tests, the author understood deeper the influence of Input Hypothesis Theory on students’ English study. The result indicated that, after the reading program, those students improved not only their reading attitudes to English, but also their English reading ability to a great extent.},
 year = {2019}
}

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TY  - JOUR
T1  - Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges
AU  - Wang Xia
Y1  - 2019/09/04
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190705.15
DO  - 10.11648/j.ijll.20190705.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
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EP  - 217
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190705.15
AB  - Reading is a basic skill of English learning and the base of developing listening, speaking and writing skills. As a way of “knowledge input”, reading is also the major pathway for research and exchange of science and technology. In Higher Vocational Colleges, due to fewer reading classes and their relatively weak English foundation, most students produce negative reading attitudes towards English and their English reading ability is poor. In order to cultivate students with strong English reading ability to adapt to social development, the author chose 63 students from a higher vocational college as subjects and carried out a ten-week reading program under the guideline of Input Hypothesis Theory. Before and after the program, the students were asked to finish surveys about reading attitudes to English and do English tests. During the program, the students were asked to read a English novel every week. Meanwhile, the author monitored the program all the way to ensure its smooth progress. After ten weeks, by collecting, comparing and analyzing data from surveys and English tests, the author understood deeper the influence of Input Hypothesis Theory on students’ English study. The result indicated that, after the reading program, those students improved not only their reading attitudes to English, but also their English reading ability to a great extent.
VL  - 7
IS  - 5
ER  -

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Author Information

Wang Xia

Economy & Trade Department, Wuhan Engineering Institute, Wuhan, China

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APA Style

Wang Xia. (2019). Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges. International Journal of Language and Linguistics, 7(5), 213-217. https://doi.org/10.11648/j.ijll.20190705.15

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ACS Style

Wang Xia. Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges. Int. J. Lang. Linguist. 2019, 7(5), 213-217. doi: 10.11648/j.ijll.20190705.15

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AMA Style

Wang Xia. Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges. Int J Lang Linguist. 2019;7(5):213-217. doi: 10.11648/j.ijll.20190705.15

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@article{10.11648/j.ijll.20190705.15,
  author = {Wang Xia},
  title = {Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {5},
  pages = {213-217},
  doi = {10.11648/j.ijll.20190705.15},
  url = {https://doi.org/10.11648/j.ijll.20190705.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190705.15},
  abstract = {Reading is a basic skill of English learning and the base of developing listening, speaking and writing skills. As a way of “knowledge input”, reading is also the major pathway for research and exchange of science and technology. In Higher Vocational Colleges, due to fewer reading classes and their relatively weak English foundation, most students produce negative reading attitudes towards English and their English reading ability is poor. In order to cultivate students with strong English reading ability to adapt to social development, the author chose 63 students from a higher vocational college as subjects and carried out a ten-week reading program under the guideline of Input Hypothesis Theory. Before and after the program, the students were asked to finish surveys about reading attitudes to English and do English tests. During the program, the students were asked to read a English novel every week. Meanwhile, the author monitored the program all the way to ensure its smooth progress. After ten weeks, by collecting, comparing and analyzing data from surveys and English tests, the author understood deeper the influence of Input Hypothesis Theory on students’ English study. The result indicated that, after the reading program, those students improved not only their reading attitudes to English, but also their English reading ability to a great extent.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Effects of Input Hypothesis Theory on Improving Students’ Reading Attitudes to English and English Reading Ability in Higher Vocational Colleges
AU  - Wang Xia
Y1  - 2019/09/04
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190705.15
DO  - 10.11648/j.ijll.20190705.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 213
EP  - 217
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190705.15
AB  - Reading is a basic skill of English learning and the base of developing listening, speaking and writing skills. As a way of “knowledge input”, reading is also the major pathway for research and exchange of science and technology. In Higher Vocational Colleges, due to fewer reading classes and their relatively weak English foundation, most students produce negative reading attitudes towards English and their English reading ability is poor. In order to cultivate students with strong English reading ability to adapt to social development, the author chose 63 students from a higher vocational college as subjects and carried out a ten-week reading program under the guideline of Input Hypothesis Theory. Before and after the program, the students were asked to finish surveys about reading attitudes to English and do English tests. During the program, the students were asked to read a English novel every week. Meanwhile, the author monitored the program all the way to ensure its smooth progress. After ten weeks, by collecting, comparing and analyzing data from surveys and English tests, the author understood deeper the influence of Input Hypothesis Theory on students’ English study. The result indicated that, after the reading program, those students improved not only their reading attitudes to English, but also their English reading ability to a great extent.
VL  - 7
IS  - 5
ER  -

Copy | Download