The Implications of the Input Hypothesis for College English Vocabulary Teaching
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DOI: 10.23977/HMEET2021016
Corresponding Author
Tian Jia
ABSTRACT
Vocabulary teaching plays an important role in college English learning. For many students, they are still struggling to find effective ways of accumulating words. In the field of second language acquisition, the classical Input Hypothesis has attracted more and more researchers' attention. After an analysis of current learning condition of college students, this paper explores the implications of the theory to college English vocabulary teaching in details, and some effective teaching methods can be tried to improve the teaching effect.
KEYWORDS
English vocabulary, difficulties in teaching, Input Hypothesis, teaching method
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