Output-Driven Teaching Model And Teaching Chinese As A Foreign Language

Over the past few years,there have been some teaching problems in English classes in China.Specifically,the English teaching method in China is still relatively traditional.The main problem is in the input of teaching is too much more than the output of teaching in the classroom.This problem may arise in other courses,especially in language classes.Because of the foreign language learning in China,the students'learning environment depends on the language knowledge that is given in the classroom,so this is a matter of course.Language teaching is divided into input and output,the input includes listening and reading language skills,and output includes spoken and written language skills.If there are fewer language skills in the classroom,there will appear problems in the classroom teaching process.Students should acquire the knowledge of language skills,including reading,writing,listening and speaking,these four language skills,all of which are to be trained in class.The study of the second senior middle school in Malang,Indonesia,is more prominent in the Chinese class.The phenomenon of Chinese classes in this high school is that Teacher gives students too many language knowledge,which high quality of "language input" and ignore "language output",which is equivalent to the teaching problem in English class in China.According to the situation,the author is inspired by the output that driven teaching mode in this school.This paper uses Krashen's language input hypothesis,Swain's language output hypothesis and Wen's output driven hypothesis as the main theoretical basis,and combines the support theory of Long's interactive hypothesis.In this paper,the output driving hypothesis is used as a teaching model in the classroom,and the second class of high school Chinese class second in Malang is implemented as an example to test the validity and feasibility of the teaching model.This experiment was carried out in grade two of Malang senior high school for more than a month.Before the experiment,the author makes a questionnaire to test the current situation of Chinese class.After that,a questionnaire was also conducted to observe the effect of this teaching mode.In addition,an interview with teachers and several students were conducted.Through the classroom observation,questionnaire and interview,the author were found that after the implementation of the output driven teaching model in the second class,the students'interest in Chinese class was improved,and the students' understanding and memory of the Chinese class were also improved.In addition,the students' achievements are getting better and better.Thus,it is feasible to implement "output driven teaching mode" in Chinese classroom of "SMA NEGERI 2 MALANG" in Second Senior High Schools in Malang,Indonesia.