Application Of Language Output Tasks In College English Intensive Reading Classroom Teaching

College English Intensive Reading is a key course for college non-Englishmajors in college English education time. It provides the learners with comprehensiveknowledge such as vocabulary, grammar, cultural knowledge, and so on. The teachingaims of this course are to strengthen the students’ linguistic knowledge, broaden theircultural horizon, cultivate their English learning motivation and interest, develop theirautonomous learning and creative thinking, and promote their English pragmaticalskills in listening, speaking, reading, writing and translation (Qin Xiubai&Cui Ling,2008:3).However, based on the author’s own teaching experience and the classroomobservation of other20college English intensive reading classes in Chongqing NormalUniversity, the teaching method used in these classes was usually the traditional one——Grammar Translation. The teachers were usually the center of the classes, thedominate speakers. The students were usually passive listeners. As the teaching timewent by, the learners’ attention digressed gradually. Most of them began to do otherclassroom-learning irrelevant things. The whole teaching class was usually a boring,tedious and depressed one, or sometimes a chaoic one.In order to change the negative situation mentioned above, the author of thispaper thought of a method of applying language output activities such as oraldiscussion, debating or short story writing in college English intensive reading class.After two times’ teaching experiment with the teaching model Output-emphasized, theauthor discovered that the students’ interest was seemly aroused, they could join theclass teaching and learning actively, and the classroom atmosphere was animated.In order to do a thorough and accurate study about the effects of output tasks oncollege English intensive reading teaching and learning, an empirical research wasconducted (Exactly, based on reference to the researches at home and abroad, theauthor of this paper hasn’t found any study which is on the effects of output tasks oncollege English intensive reading teaching). In this experiment, two classes from theArts School of Chongqing Normal University were selected as the candidates: one ofthem was under the traditional instructional model—Grammar Translation and theother was instructed based on the Output-emphasized teaching model.Based on quantitative and qualitative analyses about the experimental data, it has been discovered that the application of output tasks in college English teaching class isvery helpful: based on this teaching approach, the students’ spoken and writing abilitieshave been improved, the students’ learning attentiveness, interest and speakingconfidence are promoted, and their autonomous learning has been cultivated.To sum up, the application of output tasks in college English intensive readingclass is more conducive than that of traditional teaching model——input-focused. So,it is advocated by the author that more proper chances should be given for the studentsto produce their language in the English intensive reading class in the future.