Input And Output Based On Learning Styles And Their Influence On Listening And Speaking

During the teaching of EFL, input and output usually can not be separated easily. Different learning-style learners have different learning approaches to get information, and are interested in different information, and they usually behavior in different attitudes and efforts to interact or to communicate. The input materials that a teacher provides usually can not meet all the learners in output activities. Meanwhile, the teachers then feel it very difficult to enhance all the learners' level of FL over the classroom teaching period. This paper emphasizes the input/output based on different LS, it is very efficient in teaching and learning of listening and speaking.This thesis consists of six parts, including the introduction and conclusion. The introduction discusses the importance of input and the necessity of output.The first chapter introduces the theoretical background: the introduction of the Input and Output Hypotheses and the introduction of learning styles.Krashen put forward the Input Hypothesis in the 1980s. He thinks that learners will acquire language automatically only after enough and comprehensible input. He only emphasized the input process, not output process. This paper analyses the "i +1" and presents three kinds of input, that is, informational input, idea input and reasoning input. This input classification is a new extension of the "Comprehensible Input" theory. The relationship between input and output has been analyzed in the Information Processing System.Swain put forward Comprehensible Output Hypothesis, she believes that output can promote the learning/acquisition of FL.This chapter also discusses the definitions and classifications of learning styles, the elements of learning styles, factors affecting learning styles, and the importance of the matching learning style and teaching style.Chapter Two discusses how to teach listening according to different learning styles. First, the assessment of LS for students is very necessary, therefore, teachers have a general picture of the LS in each class. Krashen thinks that the more the learners get comprehensible input, the more progress the learners will make. The input includes phonetic input, vocabulary input and text/discourse input. In practical teachingexperience, teachers should provide input materials according to the students' LS. At last, take the development of the Internet and the computer multimedia skills, learners can input any material which they like.Chapter Three discuss how to teach oral English according to different LS. Krashen thinks input can not affect acquisition, while Swain put forward Comprehensible Output Hypothesis which emphasizes output. Obviously, in order to let students speak correctly and fluently, bolh input and output are very important, and are not be ignored. How to interact with each other more efficiently? This paper discusses this problem from the following points: interaction with meaningful negotiation, conversation with information gap, paying attention to body language, meaningful daily conversation and creating EFL circumstance.Chapter Four analyses the data of listening and speaking final tests from the first semester to the third semester of Business English, Grade 2002. Data analysis shows that a learner with a specific learning style can get higher scores in both listening and speaking after enough and comprehensible input and output practice. This is very helpful to distinguish English listening and speaking in vocational college and in general university. This is also very good for teachers to pay more attention to learners' ID and good for learners to become automatic learners step by step.The summary presents the conclusion that teaching of listening and speaking should be based on assessment of LS. Teachers, according to learners' learning styles, not only provide students with enough input material, but also teach them how to use the language, how to actively join conversations. All these can make students get automatical procedural knowledge, at last, students can get language output ability. It is my advice that foreign language, such as English, should be the main working language in a Foreign Language Department, so that the foreign language can be spoken at any place and at any time, between teachers and students or among students.This thesis represents tentative research and there still remains some unresolved problems for me to exert more c "forts in the future.