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.
Highlights
In the field of language teaching, there has always been a gap between linguists and teachers
This paper carries out a case study of applying Input Hypothesis to junior high school English teaching
The study shows that the teacher did use quite a few measures in her teaching to enhance “Comprehensibility”, “Relevance and Interest” “Not Grammatically Sequenced” and “Sufficient Quantity”, which is the application of Input Hypothesis in junior high school English teaching
Summary
In the field of language teaching, there has always been a gap between linguists and teachers. There is one between Input Hypothesis and teaching practices. Input Hypothesis has made notable contributions to SLA study for its emphasis on a comprehensible, sufficient and suitable input. Scholars at home and abroad have made systematic theoretical analyses of the hypothesis, but teachers know little about this theory they have wielded several instructional strategies which are related to Input Hypothesis. Aiming at bridging the gap between Input Hypothesis and teaching practices, this paper, first of all, studies the practical instructional strategies adopted by English teachers in junior high school and analyzes several possible instructional strategies which are consistent with these principles
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