The Treatment of High School English Textbooks in China: A Discussion Based on Krashen’s Input Hypothesis

Liming Yang

doi:10.54691/mmbt6a96

Authors

Liming Yang

DOI:

https://doi.org/10.54691/mmbt6a96

Keywords:

High School English Textbooks; Krashen’s Input Hypothesis; Current Situations; Reasons; Suggestions.

Abstract

Krashen's Input Hypothesis provides valuable insights into second language learning. Nowadays, many researchers in China have utilized this theory in various aspects of English classes. However, it is not common to use this theory to analyze the current status of high school English textbooks. This passage will focus on analyzing the current status of high school English textbooks and provide some suggestions based on Krashen's Input Hypothesis. It will first introduce the role of high school English textbooks, then analyze their current status based on Krashen's Input Hypothesis. After that, the reasons are explored. The crucial part follows - giving suggestions inspired by Krashen's Input Hypothesis. This passage is written based on the author's understanding of Krashen's Input Hypothesis and the actual use of high school English textbooks. It is hoped that this paper can offer some suggestions for high school English teachers and serve as a supplementary study in English teaching research based on Krashen's Input Hypothesis.

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References

Ministry of Education. General High School English Curriculum Standards (edited in 2017, revised in 2020). People’s Education Press,2020.

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Chen Lin, Editor in Chief: High School English Textbook Volume II. Beijing: Foreign Language Teaching and Research Press, June 2019 (reprinted in December 2020).