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ss and analysis the existing problems and try to find outcorresponding countermeasures. In this way, we can improve the quality of theteaching of senior English reading and train outstanding talents for our country.

1.2 Necessity of the study
Reading is an indispensable skill in modern society, along with the more frequentexchanges between Chinese and foreign economy and technology. English hasbecome much important in our daily life of the people. With the development ofinternationalization and commercialization in modern times, students in senior schoolare facing much more challenges in the requirement of an integrated ability thatincludes reading. Through extensive reading of English materials, students can notonly improve their comprehension ability and thinking ability, but also enrich thelanguage knowledge and enlarge vocabulary.

Chapter 2 Literature review

2.1 Krashen’s theory
Stephen Krashen devoted his life to the study of second language acquisition.Krashen put forward an account of SLA(second language acquisition) during the late1970s which was known as the Monitor Model first after its main claim about the roleof monitoring in language learning (Krashen,1979). In the early 1980s this wasdeveloped into a broader-based model. In Krashen’s second language acquisitiontheory, one aspect of the model which became most popular and developed wastermed the Input Hypothesis. Five linked “hypotheses” make up this theoretical model.They are acquisition-learning hypothesis, natural order hypothesis, monitorhypothesis, flitter hypotheses and input hypothesis. This forms the theoreticalfoundation of this paper. To have a further and clearer understanding of thishypothesis, it is essential first to present a brief discussion of this theory.

2.1.1 The Acquisition-Learning Hypothesis
The Acquisition-Learning distinction is the most basic of all the hypotheses inKrashen's theory and the most widely known among linguists and languageparticipants. There are two independent systems of second language expressionaccording to Krashen: 'the acquired system' and 'the learned system'. Krashen uses theterm "acquisition" to refer to picking up a second language through exposure, while"learning" is used to refer to the conscious study of a second language (Ellis, 1985). Inother words, the 'acquired system' or 'acquisition' is the product of a subconsciouscourse very similar to the one children experience when they acquire their mothertongue. It desires meaningful interaction in the target language-naturalcommunication in which speakers are not attaching attention to the form of theirexpressions, but on the communicative action. The consequence of languageacquisition, acquired ability, is also subconscious. The 'learned system' or 'learning' isthe product of formal instruction and it includes a conscious course which results inconscious knowledge 'about' the language. For instance, It leads to knowledge ofgrammar principles. The acquisition-learning hypothesis claims that acquisition is a accountable for our fluency. Learning merely acts as an editor, or monitor. After it hasbeen "produced" by the acquired system, learning merely affects to make changes inthe form of our expression. The learners are required to learn to make somethingdifferent and correct the output of the acquired system just before they speak or write本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。