你曾聽說過語言輸入假說(Input hypothesis)嗎？這是由第二語言習得領域專家Steven Krashen博士所提出的假說，他解釋了語言學習者是如何透過語言輸入假說學習語言。根據這個假說，每個人通常只有在接觸到比自己語言水平高一個階段的語言輸入時，才能好好地學習語言，這就是所謂的"i+1"。“i”意指語言學習者目前的水平，而“+1”則是給予語言學習者的綜合輸入。簡單來說，如果學生想提高英語水平，必須先了解目前的英文狀況，教師再提供具有挑戰性的內容給學生。有了i+1，學生就能自然且有效地學習英語。

  那麼，語言輸入假說與myReading的計劃又有什麼關聯呢？myReading的計劃主要是幫助學生擴展各種主題的詞彙量，並擴大他們對於有興趣主題的知識，最重要的是培養獨立閱讀的習慣。但是，若學生們不知道該閱讀什麼，就無法順利達成目標。因此，在每學期初，國際處都會為一至六年級的學生舉辦STAR考試，以評估學生們目前的英語閱讀能力。在測驗過後，學生能了解到自己的閱讀等級，並依據等級找到適合自己閱讀的書籍，這也會讓他們的閱讀能力有顯著的提升。

  從110學年度開始，國際處在英語課程中實施myReading計劃。一開始，僅有五、六年級的學生每週進行一次myReading的課程，並將他們的閱讀表現列入學期成績的一部分。根據今年六年級學生的STAR成績，可以看出在過去一年的myReading計劃中，有效地提升學生們的英語能力。由此可知，這項計畫對學生們的幫助是多麼地顯著，從111學年度開始，我們將myReading的課程導入到三、四年級學生的英文課程中，學生們必定會從中受益良多。

  閱讀，是學習新語言的最佳方式之一。當學生們在閱讀有趣的內容時，他們可以輕鬆地理解詞彙和文法規則。在這種學習方式中，學生就是自己學習的主人，他們可以選擇自己有興趣的書，並規劃自己閱讀的進度。現在，就讓我們鼓勵孩子們從今天就開始閱讀吧！

  STAR- A Tool to Assess English Reading Ability

  Curriculum Coordinator Phoebe Chiang

  Have you ever heard of the Input Hypothesis? Presented by Dr. Steven Krashen, an expert in the field of second language acquisition, the Input Hypothesis explains how a language learner acquires the target language. According to this hypothesis, a language learner can only acquire the language well when s/he is exposed to the language input that is one stage beyond the learner’s current language level. It is the so-called “i+1.” “i” stands for the current level and “+1” means the comprehensive input that is given to the language learner. To put it simple, if a student wants to improve English, first of all, s/he has to know clearly what his/her current English level is (i). Next, the student has to be given the learning materials that are a bit challenging for him/her (+1). With i+1, a student can acquire English naturally and effectively.

  ​So, what is this Input Hypothesis to do with our myReading program? myReading program aims to help our students enlarge their vocabulary banks in various topics, broaden their knowledge about the topics they are interested in, and most importantly, develop their habit of reading independently. However, all these goals will never be achieved if our students don’t know what they should read. Therefore, in the beginning of this semester, students from grade 1 to 6 took the STAR test to assess their current English reading ability. After the STAR test, students know what their reading level is, and then, they can start to find a book that is in their reading level to read. When students are reading the book that suits their reading level, their English reading ability can advance significantly.

   ​myReading program has been implemented into our curriculum since last year. Last year, only grade 5 and 6 students had myReading class once a week and their reading performance took a part of their academic scores. From this year’s 6th graders’ STAR results, we can see how myReading program last year has helped them improve their English ability. Most of them are keeping up with the other international 6th graders who use the same myReading program to advance or evaluate their English ability. Seeing how effective this program is for our students, this year from grade 3 to 6, students have the myReading class once a week. With a little push, our students must benefit a lot from this program.

  Reading is one of the best ways to learn a new language. When reading the content that is interesting and gets students’ attention, they can grab the vocabulary and grammar rules so easily and spontaneously. In this learning approach, students are the masters of their own learning. They can choose the books that they are interested in, and they can have their own pace of when to finish reading a book. So, why not encourage our kids to start reading today?