Abstract: Reading is one of the most important parts in language acquisition. Due to the lack of the authentic environment in which English is used, English teaching in China poses a big challenge to the teachers of English. The main way to acquire input in English for a learner is through reading. Through reading, students can acquire information, learn knowledge, and broaden their horizon. Meanwhile, reading may also have a positive effect on the development of linguistic skills, such as listening, writing, and speaking. To help students improve their reading, the paper applies Krashen’s Input Hypothesis to English reading teaching. It mainly discusses four characteristics of Krashen’s Input Hypothesis. That is, comprehensiveness; relevance; not grammatically sequenced; enough input. In order to narrow down the concrete reading goals, the paper bases the benchmark for English reading on the New English Curriculum Standard. Furthermore, this paper tentatively puts forward methods for implementing the proposed ideas through the use of examples. 

Key words: application; junior high school English reading; the Input Hypothesis

CONTENTS

Abstract

摘要

1. Introduction.1

2. Krashen’s Input Hypothesis...1

2.1 Definition of Input Hypothesis

2.2 Characteristics of Input Hypothesis

 2.2.1 Comprehensiveness

  2.2.2 Relevance

  2.2.3 Not grammatically sequenced

  2.2.4 Enough input

3. The main goals of reading in New English Curriculum Standard.4

3.1 Goals of reading in junior high school 

  3.2 Analysis of students in junior high school

 3.2.1 Cognitive styles

3.2.2 Personality

3.2.3 Prior Knowledge

4.Applications to developing reading strategies in junior high school5

4.1 Before reading-- arousing interest

4.2 While reading--comprehending content

4.3 After reading--summarizing and extension

5. Details in application.10

5.1 Teaching grammar in reading

5.2 Individual difference

 5.3 The amount of comprehensible input

6. Conclusion.12

Appendix .13

Bibliography. .14

Acknowledgments15