The Application Of Input And Output Theory To Interative Mode Of English Classroom Teaching

The college English, which is an important basic course of higher education, is to cultivate the students'language application ability. At present, Chinese students'foreign language acquisition ability is achieved mainly by the medium of classroom learning. Consequently, how to handle classroom teaching has become an important subject in college English teaching and learning researches. It is well known that the traditional teaching method is still widely adopted in the current college English teaching. While emphasizing on the students'language input, teachers often ignore their language output, which has resulted in a serious imbalance between the students'language input and output. This has hindered the development and improvement of students' language application ability. Therefore, in order to meet the development of the society, there is an urgent need to find an effective way to improve college English teaching.Since the 1970s, great importance has been attached to the research on SLA by the academic circles and the research achievements have been constantly applied to language learning and teaching. Among the studies on SLA, the most influential ones are Krashen's Input Hypothesis, Swain's Output Hypothesis and Long's Interaction Hypothesis. Based on the former studies, this thesis takes the Input Hypothesis, the Output Hypothesis and the Interaction Hypothesis as its theoretical bases. Through further discussing the relationship between linguistic input and output and their relationship to interaction, it is recommended that the interactive teaching mode should be adopted in the present college English teaching. Interactive teaching mode fully embodies the concept that students are the center of teaching practice. It can make maximum use of classroom time to provide students with sufficient opportunities for language application and thus makes the students achieve a balance between linguistic input and output. Being an incentive to the students'SLA, this will undoubtedly improve their English application ability. In addition, it can stimulate the students'interest in English learning and promote their autonomous learning ability.This thesis first illustrates the background and the purpose of the present study. Based on a careful analysis on the current state of college English teaching and its bottle-neck, this thesis makes a detailed study on Krashen's Input Hypothesis, Swain's Output Hypothesis and Long's Interaction Hypothesis. After reviewing the studies on SLA both abroad and in China, it is proved that interactive teaching mode is an effective way of solving the problems existing in the current college English teaching. In order to verify this hypothesis, an experiment is conducted. The participants are 114 students of 2010 from two classes in Northeast Petroleum University Hua Rui Institute. This study mainly adopts two research methods, questionnaire survey and experiment. The data of the experiment clearly shows that the students in the experimental class achieve higher scores than those in the control class. This experiment fully proves that interactive teaching mode can enhance the students'linguistic input and output and promote their English communicative competence and performance.Based on an in-depth comparative analysis of the data obtained from the empirical study, the experimental result is comprehensively reviewed in this thesis. It is hoped that this study will pave a way for exploring an effective method of college English teaching and therefore provides some beneficial references for the advancement of college English teaching.