摘要：在全球化背景下，英語(yǔ)閱讀教學(xué)至關(guān)重要，而可理解性輸入理論為其提供了新視角。本文聚焦可理解性輸入理論在英語(yǔ)閱讀教學(xué)中的應(yīng)用研究,研究通過(guò)對(duì)XS中學(xué)高一年級(jí)一個(gè)班級(jí)60名學(xué)生的對(duì)照實(shí)驗(yàn)展開，實(shí)驗(yàn)組接受基于該理論的教學(xué)方式，對(duì)照組采用傳統(tǒng)教學(xué)方式。實(shí)驗(yàn)周期為一學(xué)期，運(yùn)用課堂觀察、訪談等方法收集數(shù)據(jù)。研究結(jié)果表明，可理解性輸入理論通過(guò)提供略高于學(xué)生當(dāng)前語(yǔ)言水平的輸入材料，有效提升了學(xué)生的英語(yǔ)閱讀理解能力。實(shí)驗(yàn)組學(xué)生在實(shí)驗(yàn)后期的閱讀理解反應(yīng)頻率顯著增加，課堂參與度和注意力集中度也明顯提高。此外，基于該理論設(shè)計(jì)的閱讀任務(wù)和活動(dòng)，如開放性問(wèn)題和小組討論，培養(yǎng)了學(xué)生的批判性思維和語(yǔ)言輸出能力，可理解性輸入理論通過(guò)引入與學(xué)生生活相關(guān)的閱讀材料和多模態(tài)輔助工具，顯著增強(qiáng)了學(xué)生的閱讀興趣和課堂參與度。研究表明，可理解性輸入理論為英語(yǔ)閱讀教學(xué)提供了新的教學(xué)思路和方法，具有重要的實(shí)踐意義和推廣價(jià)值。關(guān)鍵詞：可理解性輸入理論；英語(yǔ)閱讀教學(xué)；教學(xué)效果Abstract:Inthecontextofglobalization,Englishreadinginstructionisofparamountimportance,andtheComprehensibleInputTheoryoffersanewperspectiveforthisfield.ThisstudyfocusesontheapplicationoftheComprehensibleInputTheoryinEnglishreadinginstruction.Theresearchwasconductedthroughacontrolledexperimentinvolving60first-yearhighschoolstudentsfromXSMiddleSchool.Theexperimentalgroupreceivedteachingmethodsbasedonthistheory,whilethecontrolgroupfollowedtraditionalteachingapproaches.Theexperimentlastedforonesemester,anddatawerecollectedthroughclassroomobservationsandinterviews.TheresultsindicatethattheComprehensibleInputTheory,byprovidinginputmaterialsslightlyabovestudents'currentlanguageproficiencylevel,effectivelyenhancedtheirEnglishreadingcomprehensionabilities.Studentsintheexperimentalgroupshowedasignificantincreaseincomprehensionresponsefrequencyduringthelaterstagesoftheexperiment,alongwithnotableimprovementsinclassroomparticipationandattentionconcentration.Furthermore,readingtasksandactivitiesdesignedbasedonthistheory,suchasopen-endedquestionsandgroupdiscussions,fosteredstudents'criticalthinkingandlanguageoutputskills.Byincorporatingreadingmaterialsrelatedtostudents'livesandutilizingmultimodalauxiliarytools,theComprehensibleInputTheorysignificantlyboostedstudents'interestinreadingandclassroomengagement.ThestudydemonstratesthattheComprehensibleInputTheoryprovidesinnovativeteachingapproachesandmethodsforEnglishreadinginstruction,holdingsignificantpracticalvalueandpotentialforbroaderapplication.Keywords:TheoryofComprehensibleInput;EnglishReadingTeaching;TeachingEffectivenessContentsTOC\o"1-3"\h\u2445Chapter1Introduction Chapter1Introduction1.1ResearchBackground1.1.1ImportanceofEnglishReadingInstructionInthecurrentcontextoftheincreasinglyrapidglobalizationprocess,English,asthemainlanguageforinternationalcommunication,isofself-evidentimportance.EnglishreadingteachingoccupiesacorepositionintheEnglisheducationsystemandplaysanirreplaceablerole.Fromtheperspectiveoflanguagelearning,readingisoneoftheimportantwaysoflanguageinput.ByreadingalargenumberofEnglishmaterials,studentscanbeexposedtoawidevarietyofvocabulary,grammaticalstructures,andexpressions,thusexpandingtheirvocabularyandenhancingtheirunderstandingandapplicationofgrammaticalrules.Forexample,whenreadingtheclassicEnglishnovelPrideandPrejudice,studentscannotonlylearnhigh-frequencywordslike"prejudice"and"acquaintance",butalsoexperiencetheuniquegrammarandsentencepatternsof18th-centuryBritishEnglish.Thishelpsthemdevelopagoodsenseoflanguageandimprovetheiroveralllanguageproficiency.Intheacademicfield,Englishreadingabilityisthekeytoaccessingcutting-edgeknowledge.Mostinternationalacademicliteratures,researchreports,etc.arewritteninEnglish.OnlywhenstudentshavestrongEnglishreadingabilitiescantheykeepupwiththeinternationalforefrontinacademicresearchandbroadentheiracademichorizons.Takescienceandengineeringstudentsasanexample.TheyneedtoreadalargenumberofEnglish-languageprofessionalliteraturestounderstandthelatestscientificresearchachievementsandtechnologicaldevelopmenttrends,soastoprovidetheoreticalsupportandinnovativeideasfortheirownresearch.Fromtheperspectiveofpersonaldevelopment,Englishreadingcancultivatestudents'thinkingabilitiesandculturalqualities.Duringthereadingprocess,studentsneedtoanalyze,reason,andjudgethecontentofthearticle,whichhelpstoexercisetheirlogicalandcriticalthinking.Atthesametime,Englishreadingexposesstudentstothecultures,histories,values,etc.ofdifferentcountries,promotescross-culturalunderstandingandcommunication,andcultivatesaglobalperspective.1.1.2SignificanceoftheStudyThisstudyfocusesontheapplicationoftheComprehensibleInputTheoryinEnglishreadingteachingandhasimportanttheoreticalandpracticalsignificance.Atthetheoreticallevel,althoughtheComprehensibleInputTheoryhasreceivedextensiveattentioninthefieldoflanguageteaching,empiricalresearchinEnglishreadingteachingstillneedstobeenriched.Throughsystematicexperimentsandanalyses,thisstudyfurthervalidatesandimprovestheapplicationmodelofthistheoryinEnglishreadingteaching,providesnewempiricalevidenceforthedevelopmentoflanguageteachingtheories,andhelpstodeepentheunderstandingofthelawsofEnglishreadingteaching.Thepracticalsignificanceisevenmoreremarkable.InthepracticeofEnglishreadingteaching,teachersoftenfacetheproblemsofhowtoimprovestudents'readinginterestandreadingability.Theresultsofthisstudycanprovidespecificteachingguidanceforteachers,helpingthemselectappropriatereadingmaterialsaccordingtotheactuallevelsofstudents,usediverseteachingmethodsandauxiliarymeanstoprovideeffectivecomprehensibleinputforstudents,therebystimulatingstudents'readinginterestandimprovingtheeffectivenessofreadingteaching.Moreover,forstudents,thisstudyhelpsthemmastermorescientificreadinglearningmethods,enhancetheirautonomouslearningabilities,andlayasolidfoundationfortheirfutureEnglishlearningandpersonaldevelopment.1.2ResearchObjectivesThisstudyaimstodeeplyexploretheapplicationeffectoftheComprehensibleInputTheoryinEnglishreadingteaching.Thespecificobjectivesareasfollows:Firstly,toevaluatethepromotingeffectoftheEnglishreadingteachingmethodbasedontheComprehensibleInputTheoryonstudents'readingcomprehensionabilities.Secondly,tostudytheimpactoftheComprehensibleInputTheoryonstudents'Englishreadinglearningmotivationandparticipation.Furthermore,toexplorethebestteachingstrategiesandmethodsforapplyingtheComprehensibleInputTheoryinEnglishreadingteaching.Finally,toidentifytheproblemsandchallengesintheapplicationprocessoftheComprehensibleInputTheoryandputforwardtargetedimprovementsuggestions.1.3StructureofThesisThisthesisisdividedintofivechapters,andthecontentarrangementofeachchapterisasfollows:Chapter1:Introduction.Inthischapter,theresearchbackgroundisfirstintroduced,includingtheimportanceofEnglishreadingteaching,anoverviewofthetheoryofcomprehensibleinput,aswellasthetheoreticalandpracticalsignificanceofthisresearch.Then,theresearchobjectivesareclearlydefined,aimingtoexploretheapplicationeffectofthetheoryofcomprehensibleinputinEnglishreadingteaching.Finally,thestructuralarrangementofthethesisisoutlined.Chapter2:LiteratureReview.Thischapterisdividedintotwoparts.Thefirstpartelaboratesindetailonthetheoryofcomprehensibleinput,includingKrashen'sinputhypothesis,thedefinitionandcharacteristicsofcomprehensibleinput,andtheroleofcomprehensibleinputinlanguageacquisition.Thesecondpartreviewsthecurrentresearchstatusofthetheoryofcomprehensibleinputathomeandabroad.Itsummarizesthediversifiedcharacteristicsofforeignresearchandthemulti-fieldandmulti-levelcharacteristicsofdomesticresearch,andpointsoutthefutureresearchdirections.Chapter3:ResearchDesign.Thischapterprovidesadetailedintroductiontothedesignandimplementationprocessoftheresearch.Firstly,theselectioncriteriafortheresearchobjectsandtheresearchquestionsareexplained.Secondly,theresearchmethodsareelaborated.Finally,thespecificstepsoftheresearcharedescribed,whicharedividedintothepreliminarypreparationstage,theteachingimplementationstage,theinterviewimplementationstage,andthedatacollectionandanalysisstage.Chapter4:ExperimentalResultsandDiscussion.Thischapterconductsadetailedanalysisoftheexperimentaldata.Firstly,thechangesinteachers'teachingbehaviorsandstudents'classroomperformanceareanalyzedthroughtheclassroomobservationrecordsheet.Secondly,combinedwiththeinterviewresults,theinfluenceofthetheoryofcomprehensibleinputonstudents'readingcomprehensionandlearningmotivationisdiscussed.Finally,themainfindingsoftheexperimentaresummarized,anditscontributionsintermsoftheoryandpracticearediscussed.Chapter5:Conclusion.Thischaptersummarizesthemainfindingsoftheresearchandputsforwardtheenlightenmentforteachers'teachingandcurriculumdesign.Atthesametime,thelimitationsofthisresearcharepointedout,suchasthesmallsamplesizeandtheshortexperimentalperiod.Suggestionsforfutureresearchdirectionsarealsoprovided,suchasexpandingthesamplescope,extendingtheexperimentalperiod,andenrichingthedatacollectionmethods.Chapter2LiteratureReview2.1ComprehensibleInputTheory2.1.1Krashen’sInputHypothesisStephenKrashenputforwardtheInputHypothesisinthe1980s,whichbecamethecorefoundationoftheComprehensibleInputTheory.Krashenbelievedthatlanguageacquisitionoccursthroughunderstandingtheinputthatisslightlyhigherthantheexistinglanguagelevel,thatis,the"i+1"formula.Here,"i"representsthelearner'sexistinglanguageability,and"1"representsthelanguageknowledgethatisslightlyhigherthanthelearner'sexistinglevel(Miyata,O,2017).Forexample,whenlearnershavemasteredbasicgrammaticalstructuresandacertainamountofvocabulary,beingexposedtolanguagematerialsthatcontainnewgrammarpointsandasmallnumberofunfamiliarwordsbutaregenerallyunderstandablecanpromotethedevelopmentoftheirlanguageabilitytoahigherlevel.Krashenalsoemphasizedthatlanguageinputshouldbeabundantandnatural(Miyata,O,2017).Learnersacquirelanguagenaturallythroughunderstandingtheseinputsinarelaxedandstress-freeenvironment,ratherthandeliberatelylearninggrammarrules.Thishypothesissubvertedthetraditionallanguageteachingmodelthatover-emphasizedgrammarteachingandmechanicalpractice,openingupnewideasforlanguageteachingandacquisition.2.1.2DefinitionandCharacteristicsofComprehensibleInputComprehensibleinputreferstothelanguageinputcontentthatlearnerscanunderstand.Ithasseveralkeycharacteristics:First,relevance.Theinputcontentshouldberelatedtothelearner'slifeexperience,hobbies,orlearninggoals(Venditti,E,2021).Forexample,forEnglishlearnerswholikemusic,providingEnglishmaterialsrelatedtothemusicindustry,famoussingers,etc.cangreatlyenhancetheirlearningenthusiasmandthedegreeofunderstandingoftheinputcontent.Second,interest.Interestinglanguagematerialscanattractlearners'attentionandmakethemmoreactivelyengagedinlanguagelearning(Venditti,E,2021).Forinstance,languageinputpresentedintheformofhumorousstories,animations,etc.canstimulatelearners'interestmorethandulltextbookcontent.Third,appropriateincrementaldifficulty(Venditti,E,2021).Theinputcontentshouldgraduallyincreaseindifficultybasedonthelearner'sexistinglevel,justasKrashen's"i+1"theoryexpounds,allowinglearnerstoimprovetheirlanguageabilitythroughcontinuouschallenges.Iftheinputcontentistoosimple,learnerscannotmakeprogress;whileifitistoodifficult,theywillfeelfrustratedandlosetheirlearningmotivation.Fourth,sufficientinputquantity.Onlybybeingexposedtoalargeamountoflanguagematerialscanlearnershavemoreopportunitiestounderstandandabsorblanguageknowledge,thusachievingtheaccumulationandimprovementoflanguageability.ExtensivereadingofEnglishoriginalworks,watchingEnglishmoviesandTVshows,etc.arealleffectivewaystoincreasetheamountofcomprehensibleinput.2.1.3RoleofComprehensibleInputinLanguageAcquisitionIntheprocessoflanguageacquisition,comprehensibleinputplaysacrucialrole.Firstofall,itisthesourceoflanguageknowledgeaccumulation.Throughexposuretodiverseandcomprehensibleinputs,learnerscontinuouslyabsorbnewvocabulary,grammaticalstructures,andexpressions,enrichingtheirlanguageknowledgereserve(Mushait&Mohsen,2019).Forexample,whenreadingEnglishnews,learnerscannotonlylearnnewwordsbutalsounderstandtheusageandcollocationsofwordsindifferentcontexts,therebyimprovingtheaccuracyoflanguageuse.Secondly,comprehensibleinputhelpstocultivatelanguageintuition.Whenlearnersareexposedtoalargeamountofnaturalandauthenticlanguagematerials,theywillgraduallybecomefamiliarwiththelanguageexpressionsandhabits,forminglanguageintuition.Thisintuitioncanhelpthemexpresstheirideasmorenaturallyandfluentlyduringlanguageoutputwithouthavingtothinktoomuchaboutgrammarrules.Moreover,comprehensibleinputcanstimulatelearners'interestandmotivationinlearning.Whenlearnerscanunderstandtheinputcontentandgainpleasureandknowledgefromit,theywillbemorewillingtotaketheinitiativetolearnthelanguage.Forexample,bywatchinginterestingEnglishmovies,learnerscanunconsciouslyimprovetheirEnglishlisteningandspeakingabilitieswhileenjoyingtheplot,andthendevelopastrongerinterestinEnglishlearning.Finally,comprehensibleinputprovidesthebasisforlanguageoutput.Onlyonthebasisoffullyunderstandingandabsorbinglanguageinputcanlearnerscarryouteffectivelanguageoutput,suchasoralexpression,writing,etc.Withoutsufficientcomprehensibleinput,languageoutputwillbecomeemptyandlackcontent.2.2ResearchonComprehensibleInputTheory2.2.1StudiesAbroadFigueiredoetal.(2017)putforwardnewperspectivesontheresearchofthecomprehensibilityofsecond-languageinputfromtheperspectivesofnon-nativeratersandnativespeech.Thisprovidedotherdirectionsforthinkinginthisresearchfield,expandedtheboundariesofresearch,andmadepeoplerealizethatwhenexploringcomprehensibleinput,oneshouldnotbelimitedtothetraditionalperspective,andtheinfluenceofnon-nativeratersisalsoworthyofin-depthexploration.Miyata(2017)conductedresearchonwhethercomprehensibleinputcanactivatetheLanguageAcquisitionDevice(LAD)andpromotesecond-languageacquisition.Hisexplorationfocusedonthecorrelationbetweencomprehensibleinputandthecoremechanismoflanguageacquisition,providingimportantresearchideasforunderstandingtheinternalprocessoflanguageacquisitionandhelpingtheacademiccommunityfurtherclarifythespecificrole-playingpathofcomprehensibleinputinlanguagelearning.MushaitandMohsen(2019)studiedtheeffectivenessoflisteningcomprehensionascomprehensibleinputforsecond-languagevocabularyacquisition.Theyfocusedontheroleofspecificformsofcomprehensibleinputinvocabularylearning,providingresearchbasesforhowtoimprovevocabularythroughlisteningtraininginlanguageteachingandhowtooptimizecomprehensibleinputtopromotevocabularyacquisition.Stairs-DavenportandSkotarczak(2018)exploredmethodstoimprovethecomprehensibleinputofEnglishlearnersthroughtechnicalmeans.Intoday'sdigitalage,theirresearchmeetstheneedsofthedevelopmentofthetimes,pointingoutthedirectionforeducatorstousemoderntechnologytoimproveteachingandprovidehigher-qualitycomprehensibleinput.Venditti(2021)studiedtheapplicationofcomprehensibleinputintheLatinclassroomtoimprovelanguageproficiency,providingapracticalcasefortheapplicationoftheComprehensibleInputTheoryinspecificlanguageteachingscenarios.Thishelpsotherlanguageteachersdrawonexperienceandexplorecomprehensibleinputstrategiessuitablefortheirownlanguageteaching.Westengard(2023)tookthetheologicalclassroomasacasetostudycomprehensibleinputinlanguageacquisition,providingauniqueperspectivefortheapplicationofthistheoryinprofessionalsubjectteaching.ItshowsthattheComprehensibleInputTheoryhasresearchandapplicationvalueindifferentsubjectteachingscenarios.TheresearchontheComprehensibleInputTheoryabroadpresentsadiversifiedfeature.Theresearchperspectivescoverfromtheexplorationoftheoreticalfoundations,suchastherelationshipbetweencomprehensibleinputandthelanguageacquisitionmechanism,tospecificapplicationresearch,involvingdifferentlanguageteaching,differentteachingscenarios,andthecultivationofdifferentlanguageskills.Thesestudieshavecontinuouslyenrichedandimprovedthetheoreticalsystemofcomprehensibleinput,providingmulti-dimensionalguidanceforlanguageteachingpractice.Futureresearchcan,onthisbasis,furtherintegratetheresearchresultsfromdifferentperspectivesandexploremorecomprehensiveanduniversalapplicationmodelsofcomprehensibleinputtobetterservelanguageteachingandlearning.2.2.2StudiesatHomeJiangTianyuanandLiQing(2011)focusedonlanguageinputandinputenhancement,andconductedin-depthresearchonhowtostrengthenreadingteaching.Theyemphasizedthatthroughtherationaluseofcomprehensibleinputandinputenhancementmeans,thequalityofreadingteachingcanbeeffectivelyimproved.Thisprovidedatheoreticalbasisfortheoptimizationofreadingteachingstrategiesandguidededucatorstopayattentiontotherationalityandenhancementmethodsofinputcontentintheteachingprocess.LiuYijing(2015),takingShaoguanUniversityasanexample,conductedresearchonEnglishreadingandwritingteachingbasedontheinput-outputtheory.Herresearchfoundthattherationalapplicationoftheinput-outputtheorycanpromotethemutualimprovementofEnglishreadingandwritingteachingandhelpstudentsimprovetheircomprehensivelanguageapplicationability.ThisresearchresultprovidedpracticalreferencefortheintegrationofcurriculumsettingsandteachingmethodsincollegeEnglishteaching.TanHuanxin(2016)wascommittedtotheresearchontheapplicationoftheComprehensibleInputTheoryintheincidentalacquisitionofcollegeEnglishvocabulary.HepointedoutthatwiththehelpoftheComprehensibleInputTheory,favorableconditionscanbecreatedfortheincidentalacquisitionofcollegeEnglishvocabulary,enrichingtheresearchonvocabularyteachingmethodsandprovidingdirectionsforcollegeEnglishteachersonhowtoguidestudentstoconductunconsciousvocabularylearninginvocabularyteaching.WangXiaoyu(2018)conductedresearchontheteachingstrategiesofhigh-schoolEnglishwritingbasedontheinputtheory.Sheproposedaseriesofhigh-schoolEnglishwritingteachingstrategiesbasedontheinputtheory,suchasstimulatingstudents'writinginterestthroughdiversifiedinputmaterialsandusingtheanalysisofinputcontenttoguidestudentstomasterwritingskills.Thisinjectednewvitalityintohigh-schoolEnglishwritingteachingandhelpedteachersimprovetheeffectivenessofwritingteaching.WuNing,SunRui,andSuQin(2015)focusedontheapplicationofthelanguageinputandoutputtheoryincollegeEnglishlisteningteaching.Theybelievedthattheorganiccombinationandapplicationofthesetwotheoriesinlisteningteachingcanhelpstudentsbetterunderstandlisteningcontentandimprovetheirlisteninglevel,providingideasfortheinnovationofthecollegeEnglishlisteningteachingmodel.XuDa(2019)tookEnglishlearners'learningofattributiveclausesthroughextensivereadingasastartingpointandcarriedoutresearchundertheguidanceoftheComprehensibleInputTheory.HepointedoutthatusingtheComprehensibleInputTheorytoguideextensivereadingteachingcaneffectivelyhelpEnglishlearnersmasterthegrammardifficultyofattributiveclauses,providingusefulteachingmethodreferencesfortheinfiltrationofgrammarteachinginextensivereading.ZhaoDongmei(2019)studiedtheteachingstrategiesofEnglishvocabularyincidentalacquisitionfromtheperspectiveoftheComprehensibleInputTheory.SheproposedaseriesofteachingstrategiestopromoteEnglishvocabularyincidentalacquisition,suchascreatingrichlanguagecontextsandreasonablyselectinginputmaterials,providingnewteachingstrategiesandmethodsforEnglishvocabularyteaching.ZhuGuoxing(2010)conductedresearchontheinput-outputtheoryandEnglishteaching.Heemphasizedtheimportanceoftheinput-outputtheoryinEnglishteaching,believingthatthetwocomplementeachother.Teachersshouldreasonablyarrangeteachingactivitiestopromotethebalanceofstudents'languageinputandoutput,soastoimprovetheeffectivenessofEnglishteachingandprovidetheoreticalsupportfortherenewalofEnglishteachingconcepts.ZhengJiaqi(2022)exploredtheenlightenmentofKrashen'sComprehensibleInputTheoryonEnglishlisteningteaching.HepointedoutthatthistheorycanprovideguidanceforEnglishlisteningteaching.Forexample,byselectingappropriate-difficultylisteningmaterialsandcreatingarelaxedlisteningatmosphere,students'listeningcomprehensionabilitycanbeimproved,providingtheoreticalguidancefortheimprovementofEnglishlisteningteaching.TheresearchontheComprehensibleInputTheoryinChinapresentsthecharacteristicsofmulti-fieldsandmulti-levels.TheresearchscopeinvolvesEnglishteachingfrombasicprimaryandsecondaryschoolstothehighereducationstage,coveringmultiplelanguageskillteachingaspectssuchasreading,writing,listening,vocabulary,andgrammar.Theresearchmethodsincludeboththeoreticalexplorationandempiricalresearchcombinedwithactualteachingcases.TheseresearchresultshavenotonlyenrichedtheappliedresearchoftheComprehensibleInputTheoryinChinabutalsoprovideddiversifiedteachingstrategiesandmethodsforfront-lineteacherstoapplythistheoryinteachingpractice.However,atpresent,thein-depthintegrationindifferentteachingstagesanddifferentteachingscenariosstillneedstobestrengthened.Inthefuture,furtherexplorationcanbecarriedoutonhowtocombinetheComprehensibleInputTheorywithemergingteachingtechnologiesandteachingmodelstoadapttotheever-changingeducationalenvironmentandprovidemorepowerfulsupportfortheimprovementofEnglishteachingquality.2.3OverviewofComprehensibleInputTheoryTheComprehensibleInputTheorywasproposedbythelinguistStephenKrashen.Thistheoryholdsthatlanguageacquisitionisachievedthroughunderstanding"comprehensibleinput"thatisslightlyhigherthanthelearner'scurrentlanguagelevel.Itisexpressedbytheformula"i+1",where"i"representsthelearner'sexistinglanguagelevel,and"1"representslanguageknowledgethatisslightlyhigherthantheexistinglevel.Thistheoryemphasizesthattheinputlanguageinformationshouldneitherbetoosimple,otherwiseitcannotstimulatethelearner'slearningmotivationandprogress;norshoulditbetoocomplex,lestthelearnerbeoverwhelmedduetoincomprehension.Forexample,forEnglishbeginners,choosingsimpleEnglishpicturebooksasreadingmaterials,withcontentclosetolife,simpleandeasy-to-understandlanguage,andatthesametimecontainingsomevocabularyandexpressionsslightlybeyondtheircurrentlevel,canhelpthemgraduallyimprovetheirlanguageabilities.Asthelearners'levelsimprove,morechallengingarticles,suchasEnglishnewsreportsandacademicpapers,canbeintroduced.TheComprehensibleInputTheoryalsoattachesimportancetotheinterestingnessandrelevanceoftheinput.Whentheinputcontentisrelatedtothelearner'shobbiesandlifeexperiences,thelearnerismorelikelytounderstandandacceptit,thusimprovingthelearningeffect.Forinstance,forstudentswholikefootball,providingEnglishreadingmaterialsaboutfootballgamesandstarstoriescanstimulatetheirreadinginterestandmakethemmoreactivelyengagedinlearning.Inaddition,thistheorybelievesthatlanguageacquisitionisanaturalprocess,andlearnersaremorelikelytoabsorbcomprehensibleinputinarelaxedandstress-freeenvironment.Chapter3ResearchDesign3.1ResearchParticipatesThisstudyselectsstudentsfromthefirst-yearseniorhighschoolofacertainmiddleschoolastheresearchsubjects.TheselectioncriteriaaremainlybasedonthesimilarEnglishfoundationlevelsofthestudents.Byanalyzingandscreeningthestudents'final-examEnglishscoresofthelastsemester,studentswithinaspecificscorerangeareselectedtoensurethatthestudentsparticipatinginthestudyhavenosignificantdifferencesinEnglishknowledgereservesandthestartingpointoflanguageability.ThisallowsformoreaccurateobservationoftheapplicationeffectoftheComprehensibleInputTheoryinEnglishreadingteaching.Atthesametime,consideringthatstudents'learningattitudesandclassroomparticipationalsohaveacertainimpactontheteachingeffect,duringtheselection,thedailylearningperformancesofthestudentsarecomprehensivelyconsidered,andstudentswithpositivelearningattitudesandhighclassroomparticipationareselectedtoreducetheinterferencecausedbyindividualsubjectivefactors.Fromthestudentswhomeettheabove-mentionedcriteria,60studentsareselectedfortheexperimentbyusingtherandomsamplingmethod.3.2ResearchQuestions(1)HowdoesComprehensibleInputaffectstudents'Englishreadingcomprehension?(2)HowcanreadingtasksandactivitiesbedesignedaccordingtoComprehensibleInputTheory?(3)DoesComprehensibleInputenhancestudents'interestandengagementinreading?3.3ResearchMethods3.3.1ExperimentalDesignThisstudyadoptsacontrolled-experimentdesign.TheexperimentalgroupreceivesEnglishreadingteachingbasedontheComprehensibleInputTheory.Duringtheteachingprocess,teacherswillprovidereadingmaterialsthatareslightlymoredifficultthan