Application Of The "Output-driven,input-enabled" Hypothesis To The English Writing Teaching In Grade Twelve

With the development of the new English curriculum and the reform of the English test in the College Entrance Examinations,people pay increasing attention to the application of English.As one of the written tests,writing is definitely the concentrated embodiment of English application.The senior students in high schools,however,are too busy with their large number of courses under high pressure of school work to spend time and energy on writing practice.Because of the limited class hour,writing is not always considered as an independent part,which is mainly taught by the method of reciting phrases and model essays.Thus,it is of vital importance for high school English teachers to improve their English writing teaching method so as to improve the students' English writing effectively.Based on the "output-driven,input-enabled" hypothesis by Wen Qiufang(2014),92 students in Grade Twelve from No.19 Middle School in Qingdao are considered as research subjects.This study takes both the quantitative and qualitative methods to investigate whether the application of the hypothesis can improve the teaching quality of English writing of senior students in high schools or not.Firstly,it gives a brief introduction to the emergence and development of "output-driven,input-enabled" hypothesis.Based on the analysis of the studies by scholars at home and abroad,the thesis takes the reform of the English test in the College Entrance Examinations into consideration to summarize the problems in the English writing teaching in Grade Twelve.Then the questionnaire survey which should be done before the experiment is from the perspective of the students,showing their doubts,their problems in writing and their expectation in teaching.The pre-test result during the experiment period shows that the English writing levels of the experimental class and the control class are basically the same.By putting the "output-driven,input-enabled" hypothesis into use to teach them with different methods,the post-test aims to examine whether the approach based on "output-driven,input-enabled" hypothesis is more effective to improve students' writing abilities than the traditional one or not.To further discuss the application effect of the "output-driven,input-enabled" hypothesis on the English Class of Grade Twelve,"the effect of input modes on output" is chosen as the research perspective.The Experimental Class and Control Class are taught by different input modes.In order to find out the input mode that is most effective to output,questionnaire,immediate test and delayed test are used to analyze the output materials.The experiment data are all analyzed by SPSS 21.0 to ensure their reliability.Because of the limited time and study level,this research leaves much to be desired.But this kind of teaching method,which is on the basis of the effective input students really demand for,is indeed more beneficial to students' succeeding in entering their ideal universities,and may provide beneficial implications and references for interdisciplinary talents.