Input And Output Hypotheses And Interactive Model Of College English Classroom Teaching

Foreign language teaching is implemented by means of the communicative tool-language, and it is a communicative process in itself. This communication should be a dynamic, two-way interaction. College English is an important basic course of higher education. The major task of College English classroom teaching is to cultivate the students' communicative competence, that is, the ability to use language to exchange information. Non-English major students learn English mainly in the classroom where they should do more practice in foreign language. Therefore, classroom teaching and learning should be a two-way, dynamic interaction. There should be constant interaction between students and teachers, and between students as well. In the classroom students should be provided sufficient comprehensible input and opportunities for producing comprehensive output. However, traditional teaching is done only through instruction and consequent "cramming" which is a one-way communicative model. Through this teaching model students receive information passively and have almost no opportunities for output. This is unfavorable to the improvement and development in students' competence of using language. As a result, it is necessary for us to explore a proper and effective model of College English classroom teaching.Based on the researches of Krashen's Input Hypothesis, Swain's Output Hypothesis and Long's Interaction Hypothesis, as well as the relevant theories of second language acquisition, this paper analyzes the relationship between linguistic input and output, and their relations to interaction. Through this the paper advances an interactive model of College English classroom teaching which attaches importance to reinforcing the language input and strengthening the practice of language production in interactive activities. This model can make maximum use of classroom time to provide students more opportunities for practicing language. The paper aims tofacilitate language learning by implementing a student-centered teaching principle, balancing students' input and output and realizing the object of cultivating students' abilities to use language.This paper consists of three chapters. The first chapter serves as an introduction. The second chapter deals with Krashen's Input Hypothesis and Swain's Output Hypothesis, their implications for English teaching, the dynamic balance of input and output, their relations to interaction, as well as the introduction to interactive English teaching. Based on the analyses in the chapters above, the third chapter advances and probes into an interactive model of College English classroom teaching, including the necessity, effects, types and operation of the model, as well as an example of this model.The last part of this paper is the conclusion.