The Developing Of Output Ability In College English Teaching

Students can score high in tests, but perform poorly in both oral and written communication; they consume much time in learning, but progress inefficiently. These problems are prominent in China's English teaching. The reasons for this are complicated but one of the important reasons is Chinese English teachers have been long influenced by Krashen's Input Hypothesis and has laid too much emphasis on the input activities in their teaching. After affirming the strong points of Krashen's theory and pointing out its weak points, the thesis turns its focus on Swain's Output Hypothesis and suggests output ability is more significant to second language learning. While second language learners need to have sufficient cognitive resources before they are able to allocate attention to both the form and meaning of their language output and attention is just the cognitive foundation of Output Hypothesis. The thesis also presents many practical and feasible methods used to develop students' output ability in college English teaching, first from speaking then writing to an effective teaching method that can enhance greatly the students' output ability—the Lexical Approach. All these strategies and methods have been designed to improve the accuracy and fluency of the students' language output and to concentrate their attention on their output. After putting them into my actual teaching work, the effect is proved to be quite satisfactory.