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本实验通过定量和定性研究考察“输入假设”对大学生阅读兴趣和阅读能力的影响作用。研究表明,在不使用常规教材的情况下,运用输入假设选取学生可理解、感兴趣的、贴近学生生活的、能够促进学生情感与认知融入的阅读材料作为教学内容,并进行大量的输入,在现阶段的中国不但可行,而且有助于提高学生的阅读兴趣,进而提高阅读能力。研究结果也对大学英语教学改革提供了一些思路和有益的启示。
The experiment through quantitative and qualitative research examines the impact of “input hypothesis” on college students’ reading interest and reading ability. The research shows that under the condition of not using the regular teaching materials, input hypothesis is used to select the reading materials that the students can understand, are interested in and close to the students ’life, which can promote students’ affective and cognitive integration as the teaching content and make a lot of input, At this stage in China is not only feasible, but also help to improve students’ reading interest, thereby enhancing reading ability. The results also provide some ideas and useful enlightenment for the reform of college English teaching.