Input And Output In Learning English: English Majors In Chinese Environment, Language Input And Output Status Survey

The present study aims to investigate students'amount of input and output of English in order to find out the weaknessesthe students have in leaming English in Chinese context, and thus putforward suggestions in future leaming and teaching.According to Wang's pattem of leaming English for Chinesestudents, input and output are two critical steps (l987). In FL setting,these two steps are not only essential but also exceptionally difficult. Onthe one hand, input is rather too limited compared with SL setting. Onthe other hand, output, i.e. production, is even hardef, for the output inthe target language is not a necessity in leamers' daily life. Output haslong been the most difficult step in English leaming in Chinese context.Though a certain number of studies about input and outout have beenundertaken in China, most of them are about the role of input and outputin English learning. Few studies are about how well students make use ofthe inPut available and how well they practice outPut. This might, fromanother perspective, reflect the problems they have in leaming English,and therefore, help them find ways out. It is also hoped that the studywill be useful for Chinese teachers in teaching English.With this in mind, the study focuses on the amount of the input thestudents receive and the outPut they produce. A questionnaire was madeto investigate: (i ) students' attitudes toward the role of input and outputin English leaming, and (ii) their amount of input and output. Thesubjects of the study come from both the first year and the second year ofthe English Department of Foreign Languages College, Shaanxi NormalUniversity. A comparison was made to see if there are any significantdifferences between the two groups. The results suggest that both the l,,year and 2nd year students acAnowledge the importance of input andoutPut. The statements conceming the inPut were designed according tothe various sources mentioned in Ellis (1994). They are: (i ) interactiveinput including interlanguage talk, teacher talk and foreigner talk, and(ii ) non-interactive inPut which comes in listening and reading. Thesources for outPut are: (i ) inside classroom, and (ii ) outside classroom.The results indicate that the amount of both input and output is verylimited. The scarcity has disclosed students' weaAnesses as follows: (i )their interaction is too limited; (ii ) their initiative is very low for theyseldom try to make use of the input available, and they do not catchevery chance to speak; and (iii) internal factors like age, personality, andlearning strategies also count. The limitation is also a proof that inputinteracts with outPut. Many subjects maintain that their limited output isdue to their lack of input. So it is suggested that interaction betweenstudents should be strengthened. What's more, the traditional teachingmethod and the old curriculum do not fit for the aim of English leaming.Students' attitudes towards listening and speaking should be rectified.And new measures should be taken by both teachers and students.Students should gain exposure to more input under the teacher'sinstruction. Oral class should not be treated like a minor course. In aword, the results are depressing. Great importance should be allached tothe problems revealed in the study, hence to improve English leamingand teaching in China.Finally, it is suggested that further studies will befOcused on the quality of the input and outPut and the effect of input onoutPut.