Output-oriented English Language Teaching In Foreign Educational Settings

It is intended that this thesis touches upon a few issues concerning language teaching. Centuries of language teaching have fostered the development of different schools of teaching approaches. The proposed output-oriented English teaching is no parallel to those well-established methodologies. It bears practical considerations for what is going on in classrooms. It is expected to be conducive to promoting the learner's language proficiency by engaging the students in output-oriented classroom activities.The theoretical framework for output-oriented language teaching comes from the cognitive approach to language learning, which proclaims that learning involves different information processing stages, namely, inputting, central processing and outputting. Among them, none is less important than another. However, producing output constitutes the major concern of this paper.Two experiments are conducted to explore whether output-oriented English teaching in foreign educational settings help the learner to improve their language learning and enhance language proficiency. It is all too natural that learning benefits from teaching. In an output-oriented language teaching class, students are supposed to make better progress since they are actively involved. To achieve so, much more efforts from the teacher's part need to be made before each class session begins. In short, the largest part of a teacher's decision-making goes to the selecting phase, including the selection of material, teaching mode and classroom activities.