中文摘要：阅读教学作为英语教学的重要组成部分，其教学方法研究一直深受广大教师和学者的重视，而基于二语习得中语言输入假说的阅读教学研究则相对较少。新课程标准提倡以学生为中心，提高学生的学习兴趣与动机，改善课堂教学效果，促使教师寻求更有效的阅读教学方法。克拉申的输入假说强调可理解性语言输入，充分考虑学生个体因素，调动学生积极性，使学生获得最佳课堂输入。本文结合初中英语阅读教学和克拉申的语言输入假说，通过文献法和具体案例着重探讨输入假说在阅读教学中的实际运用方式及其促进作用，同时从阅读教学输入的材料选择、内容以及教学活动案例设计方面进行分析，总结出阅读前，阅读中和阅读后过程中有效的综合性的输入阅读教学方法，使输入假说在初中英语阅读教学中得到充分运用，以优化阅读教学环境，教学内容及教学方式。

关键词：语言输入假说；阅读教学；初中英语

TABLE OF CONTENTS

中文摘要

ABSTRACT

Chapter One Introduction-1

Chapter Two Literature Review-3

2.1 Input and Input Hypothesis-3

2.2 Four characteristics of Krashen’s Input Hypothesis-4

2.2.1 Comprehensibility of input-4

2.2.2 Relevance of input-4

2.2.3 Quantity of input-5

2.2.4 Authenticity of input-5

Chapter Three Implication of Input Hypothesis for Reading Teaching-7

3.1 Improvement of reading teaching environment-7

3.2 Improvement of reading teaching material-8

3.3 Improvement of reading teaching method-9

Chapter Four A Study on Method of Reading Teaching in Junior High School-11

4.1 Selection of input material for reading teaching-11

4.1.1 Origin of reading material-11

4.1.2 Types of reading material-12

4.1.3 Complexity of reading material-12

4.2 Content of input for reading teaching-13

4.2.1 Language input-13

4.2.2 Affective input-14

4.2.3 Cultural input-15

4.3 An example of reading teaching under Input Hypothesis-15

4.3.1 Pre-reading-15

4.3.2 While-reading-17

4.3.3 Post-reading-18

Chapter Five Conclusion-20

REFERENCES-21

ACKNOWLEDGEMENTS-23