A Study Of Promoting Students' English Achievement By Enhancing Language Input And Output In The Interactive Classroom

With Krashen's"Input Hypothesis"and Swain's"Output Hypothesis"put forward, to a large extent, the important roles of the input and output in the second / foreign language learning have been confirmed. Unfortunately, the traditional teaching method in China only pays more attention to students'language input, while it ignores students'language output, which has resulted in a serious imbalance between input and output. However, it is a pity that the researches concerning the input and output in class are rare. As a matter of fact, the study about them should focus on how to use the limited language input and limited opportunities to gain the language intake and output in English class. With the wide application of the communicative teaching method in English class in China, English teachers begin to discard the traditional teacher-centered"cramming"teaching method, and try to adopt the communicative interactive teaching method in order to give students more input and output opportunities in English class. So the new method can improve the students'input and output abilities and promote the English level. This is the key in foreign language learning and teaching in China and it is also the objective of the thesis. In this thesis, an experiment is carried out to verify the hypotheses of the thesis. All the participants are 110 freshmen from two classes in Dalian Fisheries University in 2006.The experiment adopts qualitative and quantitative methods. Quantitative method includes pretest, posttest, and questionnaires. Through the processing of SPSS Windows, independent sample t- test is carried out in the experiment to check the significant difference between the two classes. The qualitative research adopting the interview can give complementary illustration for quantitative research in order to get an overall comprehension of students'input and output before and after experiment. The results of the analyses of the interview show there is a significant difference in the achievement of English learning between the experimental class and control class. The performance of the experimental class in posttest is better than that of control class. Finally a conclusion can be made that the interactive teaching method can enhance the input and output and promote the English level in EFL classroom.