A Study on the Application of Input Hypothesis in English Teaching of Junior High School

Sun Ying

doi:doi:10.11648/j.ijll.20190706.26

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A Study on the Application of Input Hypothesis in English Teaching of Junior High School

Sun Ying

Published in International Journal of Language and Linguistics (Volume 7, Issue 6)

Received: 3 December 2019 Accepted: 16 December 2019 Published: 25 December 2019

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Abstract

Since Input Hypothesis was proposed, it has attracted the attention of domestic and foreign linguists. However, Input Hypothesis is still a “virgin land” in the teaching practices of primary and high schools. This paper aims to investigate the teaching of junior high school English so as to find out the applications of Input Hypothesis in junior high school English teaching and then propose a series of strategies that can be applied in junior high school English classes in accordance with the four principles of Input Hypothesis. The study was carried out in seventh grade of a junior high school. The researchers observed the English lessons of two classes in seventh grade for three months, analyzed the teaching plans and interviewed the teacher of the two classes. This paper found out that many teaching strategies that the teacher used are theoretically related to Input Hypothesis. However, the teacher has never learned about this theory. In order to bridge the gap between Input Hypothesis and English teaching in junior high school, this paper explained four principles of this hypothesis and put forward some possible strategies. This paper hopes to make contributions to the application of linguistic theories in English teaching og junior high school and urge teachers to equip themselves with these theories.

Published in	International Journal of Language and Linguistics (Volume 7, Issue 6)
DOI	10.11648/j.ijll.20190706.26
Page(s)	364-367
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, Junior High School English, Input

References

[1]	Krashen, S. Principles and Practice in Second Language Acquisition [M]. Pergamon Press, 1981.
[2]	Hatch, E. Studies in Second Language Acquisition 2 [M]. Apply with Caution, 1979.
[3]	Fang Bin. A Krashen-Input-Hypothesis Approach to the Teaching Strategies of English Listening in Junior Middle School [D]. Shanghai: Shanghai Normal University, 2017.
[4]	Zhang Qian. The Application of Krashen’s SLA Theory to Junior High School English Teaching [D]. Henan Province：Xinyang Normal University, 2018.
[5]	Long, M. H. Input and Second Language Acquisition Theory [M]. Longman, 1985.
[6]	Swain, M. Communicative Competence Some roles of Comprehensible Input and Comprehensible Output in its Development [M]. Rowley: Newbury House, 1985.
[7]	White, L. (1987). Against comprehensible input: the input hypothesis and the development of second language competence [J]. Applied Linguistics 8(2): 95-110.
[8]	Ellis, R. The Study of Second Language Acquisition [M]. Oxford: Oxford University, 1994.
[9]	Wang Qing. A Course in English Language Teaching [M]. Beijing: Higher Education Press, 2006.
[10]	Liu Bing. The Research of the Application of Input Hypothesis Theory to English Reading Teaching in Senior High School [D]. Chongqing: Chong Qing Normal University, 2014.
[11]	Wang Dawei. A New Theory of “Input” [J]. Foreign Language World, 1997, (4): 44-49.
[12]	Wang Xiaoning. Krashen’s Acquisition/ Learning Hypothesis and Foreign Language Teaching. Foreign Language World [J]. 2001, 1:28-31.
[13]	Ye Lehong. On Hierarchical Reading Teaching in Senior High School Based on Krashen’s Input Hypothesis [D]. Jiangsu Province：Nanjing Normal University, 2018.
[14]	Zhou Daisong. Research on the Application of Krashen’s Language Input Hypothesis Theory in English Teaching for Low Level English Students in Junior Middle School [D]. Hubei Province: Central China Normal University, 2008.
[15]	Jiang Zukang. The Study of Second Language Acquisition [M]. Beijing：Foreign Language Teaching and Research Press, 1999.
[16]	Luo Lisheng; Li Zinan; Ge Lan. The Input Hypothesis by Krashen and Foreign Languages Teaching [J]. Journal of Tsinghua University (Philosophy and Social Sciences), 2001, 4: 71-74.

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Sun Ying. (2019). A Study on the Application of Input Hypothesis in English Teaching of Junior High School. International Journal of Language and Linguistics, 7(6), 364-367. https://doi.org/10.11648/j.ijll.20190706.26

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Sun Ying. A Study on the Application of Input Hypothesis in English Teaching of Junior High School. Int. J. Lang. Linguist. 2019, 7(6), 364-367. doi: 10.11648/j.ijll.20190706.26

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Sun Ying. A Study on the Application of Input Hypothesis in English Teaching of Junior High School. Int J Lang Linguist. 2019;7(6):364-367. doi: 10.11648/j.ijll.20190706.26

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@article{10.11648/j.ijll.20190706.26,
  author = {Sun Ying},
  title = {A Study on the Application of Input Hypothesis in English Teaching of Junior High School},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {6},
  pages = {364-367},
  doi = {10.11648/j.ijll.20190706.26},
  url = {https://doi.org/10.11648/j.ijll.20190706.26},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190706.26},
  abstract = {Since Input Hypothesis was proposed, it has attracted the attention of domestic and foreign linguists. However, Input Hypothesis is still a “virgin land” in the teaching practices of primary and high schools. This paper aims to investigate the teaching of junior high school English so as to find out the applications of Input Hypothesis in junior high school English teaching and then propose a series of strategies that can be applied in junior high school English classes in accordance with the four principles of Input Hypothesis. The study was carried out in seventh grade of a junior high school. The researchers observed the English lessons of two classes in seventh grade for three months, analyzed the teaching plans and interviewed the teacher of the two classes. This paper found out that many teaching strategies that the teacher used are theoretically related to Input Hypothesis. However, the teacher has never learned about this theory. In order to bridge the gap between Input Hypothesis and English teaching in junior high school, this paper explained four principles of this hypothesis and put forward some possible strategies. This paper hopes to make contributions to the application of linguistic theories in English teaching og junior high school and urge teachers to equip themselves with these theories.},
 year = {2019}
}

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TY  - JOUR
T1  - A Study on the Application of Input Hypothesis in English Teaching of Junior High School
AU  - Sun Ying
Y1  - 2019/12/25
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190706.26
DO  - 10.11648/j.ijll.20190706.26
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 364
EP  - 367
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190706.26
AB  - Since Input Hypothesis was proposed, it has attracted the attention of domestic and foreign linguists. However, Input Hypothesis is still a “virgin land” in the teaching practices of primary and high schools. This paper aims to investigate the teaching of junior high school English so as to find out the applications of Input Hypothesis in junior high school English teaching and then propose a series of strategies that can be applied in junior high school English classes in accordance with the four principles of Input Hypothesis. The study was carried out in seventh grade of a junior high school. The researchers observed the English lessons of two classes in seventh grade for three months, analyzed the teaching plans and interviewed the teacher of the two classes. This paper found out that many teaching strategies that the teacher used are theoretically related to Input Hypothesis. However, the teacher has never learned about this theory. In order to bridge the gap between Input Hypothesis and English teaching in junior high school, this paper explained four principles of this hypothesis and put forward some possible strategies. This paper hopes to make contributions to the application of linguistic theories in English teaching og junior high school and urge teachers to equip themselves with these theories.
VL  - 7
IS  - 6
ER  -

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Author Information

Sun Ying

Faculty of Teacher Education, Nanjing Normal University, Nanjing, China

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APA Style

Sun Ying. (2019). A Study on the Application of Input Hypothesis in English Teaching of Junior High School. International Journal of Language and Linguistics, 7(6), 364-367. https://doi.org/10.11648/j.ijll.20190706.26

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ACS Style

Sun Ying. A Study on the Application of Input Hypothesis in English Teaching of Junior High School. Int. J. Lang. Linguist. 2019, 7(6), 364-367. doi: 10.11648/j.ijll.20190706.26

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AMA Style

Sun Ying. A Study on the Application of Input Hypothesis in English Teaching of Junior High School. Int J Lang Linguist. 2019;7(6):364-367. doi: 10.11648/j.ijll.20190706.26

Copy | Download

@article{10.11648/j.ijll.20190706.26,
  author = {Sun Ying},
  title = {A Study on the Application of Input Hypothesis in English Teaching of Junior High School},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {6},
  pages = {364-367},
  doi = {10.11648/j.ijll.20190706.26},
  url = {https://doi.org/10.11648/j.ijll.20190706.26},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190706.26},
  abstract = {Since Input Hypothesis was proposed, it has attracted the attention of domestic and foreign linguists. However, Input Hypothesis is still a “virgin land” in the teaching practices of primary and high schools. This paper aims to investigate the teaching of junior high school English so as to find out the applications of Input Hypothesis in junior high school English teaching and then propose a series of strategies that can be applied in junior high school English classes in accordance with the four principles of Input Hypothesis. The study was carried out in seventh grade of a junior high school. The researchers observed the English lessons of two classes in seventh grade for three months, analyzed the teaching plans and interviewed the teacher of the two classes. This paper found out that many teaching strategies that the teacher used are theoretically related to Input Hypothesis. However, the teacher has never learned about this theory. In order to bridge the gap between Input Hypothesis and English teaching in junior high school, this paper explained four principles of this hypothesis and put forward some possible strategies. This paper hopes to make contributions to the application of linguistic theories in English teaching og junior high school and urge teachers to equip themselves with these theories.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - A Study on the Application of Input Hypothesis in English Teaching of Junior High School
AU  - Sun Ying
Y1  - 2019/12/25
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190706.26
DO  - 10.11648/j.ijll.20190706.26
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 364
EP  - 367
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190706.26
AB  - Since Input Hypothesis was proposed, it has attracted the attention of domestic and foreign linguists. However, Input Hypothesis is still a “virgin land” in the teaching practices of primary and high schools. This paper aims to investigate the teaching of junior high school English so as to find out the applications of Input Hypothesis in junior high school English teaching and then propose a series of strategies that can be applied in junior high school English classes in accordance with the four principles of Input Hypothesis. The study was carried out in seventh grade of a junior high school. The researchers observed the English lessons of two classes in seventh grade for three months, analyzed the teaching plans and interviewed the teacher of the two classes. This paper found out that many teaching strategies that the teacher used are theoretically related to Input Hypothesis. However, the teacher has never learned about this theory. In order to bridge the gap between Input Hypothesis and English teaching in junior high school, this paper explained four principles of this hypothesis and put forward some possible strategies. This paper hopes to make contributions to the application of linguistic theories in English teaching og junior high school and urge teachers to equip themselves with these theories.
VL  - 7
IS  - 6
ER  -

Copy | Download