Effect Of Teacher's Input Informativeness On Students' Written Output In College English

The common phenomenon of College English classroom teaching is that teachersknow little about the taught students and their teaching planning is intuitivelypresupposed just according to the Reference Book or their former experiences, whichis not in exact consistence with the expected input from the students. Therefore, thefailure in classroom communicative cooperation discourages students' classroomattendance. The only resort to rote memory results in low performance, as witnessedby the unsatisfactory written output in large-scale national tests. This study is, basedon the experimental analysis, to explore the possible cause of the unsatisfactory writtenoutput performance among college students (for operatability, only written output wasaccounted in the dissertation), which is hypothesized as the insufficient classroominput. A case study is carried out to testify the hypothesis, with the final data takenfrom the subjects' written assignment attached.Several surveys have been conducted, and besides the second-hand figures, thedata include: the classroom observation, the issuing of questionnaire, face-to-faceinterview and the collection of subjects' writing homework. For the convenience ofdata taking, only 3 items—vocabulary presentation, text analysis, and writing trainingare taken down in the course of classroom observation; in addition to these 3 items,questions about the teaching of writing are listed in the questionnaire, with thesubjects' writing assignment attached. The second survey is the interview, in which thepossible reason of the low quality of college English written output is hypothesized asthe insufficient classroom input informativeness.After that is the analysis of the collected data, and the discrepancy between the expected input informativeness on the teaching of writing from the students and thereal practice from the teaching staff is to support the hypothesis that there is correlationbetween the classroom input and the subject's written output.According to the statistics above, a case study is carried out in 2 classes at auniversity in Qingdao. The teaching program is especially focused on the improvementof the subject's written output, as well as the oral output. The step-by-step trainingexperiment is based on the subject's feedback about writing and in accordance with theacademic pace of the textbook——New Horizon English, BookⅣ, which lasts for awhole semester. By comparison, the difference is significant at the end of the trainingprogram, especially in the development, the organization, and the syntacticalcomplexity.Finally, the study concludes that teacher's classroom input informativeness ispositively correlated with the learner's written output. What is innovative about thestudy is that there have been a lot of research programs in China on the possible causesof the poor written output among college English learners. However, the empiricalresearch in this area, especially in connection with the practical classroom inputoperation remains frontier. Since the comprehensive ability of language use is arousingmore and more attention in College English teaching, written output, as a mostsignificant index of the ability, deserves more attention in the future as to ways ofimproving it.