“语言输入假说”指导下的初中英语课外阅读达标探索

Exploring Junior High English After-Class Reading Based on the Input Hypothesis

初中英语课外阅读普遍存在阅读目的功利化、阅读时间少、阅读材料匮乏、阅读指导不到位、阅读习惯无法养成等问题.本研究以潍坊市某中学英语教师和学生为研究对象,通过问卷调查和访谈,发现问题背后的关键要素;基于Krashen(1982)的"语言输入假说",构建融阅读素材、策略指导、助读活动、督导跟进于一体的初中英语课外阅读课程,以实现初中学生英语课外阅读达标,为初中英语课外阅读教学的有效开展提供一定的借鉴.

There are many problems regarding after-class English reading in junior high schools,such as utilitarian reading purpose,less time for reading,lack of reading materials,inadequate reading guidance,and inability to form reading habits.This study focuses on English teachers and students in a junior high school in Weifang and collects questionnaires and interviews to find the key elements behind the problems.Based on the input hypothesis of Krashen(1982),the study tries to construct an after-class reading course that integrates rich reading materials,strategy guidance,reading facilitating activities and follow-up supervision to help students reach the goal of after-class reading.This study gives suggestions for effective junior high English after-class reading teaching.