| Input and output, which has been the focus in ELT (English Language Teaching) for many years, plays an essential role in college English teaching. Since Input Hypothesis and Comprehensible Output Hypothesis were put forward, later research has focused on the role of input and output in SLA from various aspects, and yet studies on integration of input and output in oral English teaching are few and far between. Based on Krashen's Input Hypothesis and Swain's Output Hypothesis and under the guidance of the concept of communicative competence, I design the integrative model of oral English teaching. In this model input is integrated with output to improve college students' oral English (the integrative approach). The purpose of the present study is to explore the effect of the integrative approach on college students' oral English proficiency. Sixty sophomores from two classes of Hunan Institute of Science and Technology are involved in a 14-week oral English teaching experiment. The findings of the study are: under the integrative approach, with input and output working together, the achievement of the experimental group is much better than that of the control group, especially in the aspects of fluency, accuracy and appropriacy; most students find the integrative approach is effective for the improvement of their oral English and thus hold a positive attitude towards the integrative approach. This study is valuable in making college English teachers come to a full realization of the necessity and importance of integration of input and output in the oral English classroom, and pushing them to adopt more efficient approach in oral English teaching. It is particularly significant in providing the researchers and educators with real data for subsequent research on oral English teaching.
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