Cultural Factors And Language Output

English education in China has received a lot of criticism such as high scores and low abilities, dumb English, low efficiency and time consuming. Since 2000, many researchers have published academic articles concerning Output Hypothesis theories, stating that language output which is an effective way to solve problems like "Mute English" or "high scores, low abilities" should be emphasized in English teaching practice in EFL in China. However in the real classroom setting, English teachers have long been puzzled by students'reluctance in participation, thus finding it impossible to bring the functions of output in SLA into full play.The author attempts to assess college English in China from the following dimensions: the source of motivation and obligation; the classroom environment and the activities involved in it, teaching methods, teaching syllabus and materials and evaluation criteria, with a view to addressing the advantages and disadvantages for the oral English teaching in current college English circumstances.The author tries to explore the real barriers in oral English teaching and learning through the instruments of questionnaire, interview and class observation. After a careful qualitative and quantitative analysis, the author has found that the differences in east and west thinking mode have a significant impact on students'oral output. As Covington (2000) confesses, little is known about the relations that varying cultural and ethnic backgrounds have with learners'cognitive process.According to Vygotsky's Instructional Scaffolding, when students acquire a new concept or skill, they would improve their learning ability through adequate assistance, which include resources, task and proper instruction. The author tries to analyze the teaching strategies and methods from that perspective and explore what proper instruction can guide students to complete meaningful oral output in the real classroom practice.