A Study of the Application of the Krashen’s Input Hypothesis in Middle School English Reading Teaching

This study systematically demonstrates the pedagogical perspective of the Input Hypothesis proposed by Krashen, focusing on the teaching of English reading in junior middle schools. A close reading of the central tenets of the hypothesis and a thorough analysis of current English reading teaching in schools reveal common problems with reading materials and instructional techniques. The problems are that they fail to motivate students, cultivate their interest in learning English, and foster their passions in different cultures. These observational studies show that how the input hypothesis itself improves students' reading comprehension, their interests in learning English, and their passion towards different cultures. Based on these findings, a number of suggestions will help teachers improve their reading teaching, which not only develops learners' language acquisition skills, but also strengthens their life-long learning skills. It is hoped that this study can provide some implications and intonations for junior middle school English reading teaching.