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The author finds problems in the process of adult zero-based oral English teaching. For example, students cower, cannot express fluently and repeat the same pronunciation errors in the learning process due to insufficient vocabulary, thus losing learning motivation and perseverance and generating anxious psychology etc. In order to solve the above problems, the author tries to combine the Krashen Input Hypothesis with the curriculum design, and then takes the essence of Krashen’s Input Hypothesis theory into the teaching process in the teaching practice of adult zerobased oral English. Besides, the author makes appropriate adjustments based on actual conditions and makes recommendations. The author finds that the content of the teaching should also consider the content of the Emotional Input Hypothesis in order to alleviate the anxiety of students during the study, to apply to the course design and teaching process and to break the traditional Chinese-style English education as much as possible.

Analysis of Adult Oral English Teaching in China and Application of Krashen Hypothesis