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An Empirical Study Of The Effect Of Language Input And Output On College English Classroom Interaction

Posted on:2012-04-21Degree:MasterType:Thesis
Country:ChinaCandidate:Y ZhangFull Text:PDF
GTID:2215330335476229Subject:Curriculum and pedagogy
Abstract/Summary:PDF Full Text Request
The krashen's "input hypothesis" theory and the swain's "output hypothesis" theory play a very significant role in English teaching and learning. Traditional English teaching in China takes more input for students, but ignores students' language output, which caused the serious unbalance of students'input and output. College English is one of the most important basic courses in Chinese higher education. The teaching aim is to cultivate students' English communicative competence. Traditional English teaching uses lecturing type, force-feeding of one-way communication mode, students just passively receive the information, almost have no language output opportunity, this is very disadvantageous for the cultivation of university students' English learning motivation and language skills improvement and development. In recent years, with the deepening and development of the reform in English Curriculum, Chinese English teachers begin to use new English teaching mode - interactive teaching in order to build good study atmosphere for the students, to motivate their learning motivation, cultivate their interest of English learning, teachers try to strengthen the language input, through the interaction, to provide students with more language output opportunities, so as to improve the students' capability of language output, and improve their English achievement and level. This is our key of College English learning and teaching, but also the purpose for this research.The experiment is selected randomly from the freshmen 2011 in Dalian Fisheries University (N = 120), who are divided into two groups, one is experiment group and the other is control group. The former one receives the interactive teaching approach, and the latter is taught by the traditional methods. Both qualitative and quantitative analyses are made in the study. The data are collected through questionnaire, pre-test and post-test and then SPSS 16.0 software is utilized to organize and analyze the collected data quantitatively. The t test of the independent sample is conducted to measure the significant difference between the two groups, which make the study more reliable. The qualitative analysis is carried out through the interview in order to gain a thorough insight into the experiment. The result reveals that there is a significant difference in students'academic achievements between the experiment group who adopt the interactive learning and the control group who receive the traditional methods. As is seen, the experiment group is apparently superior in the improvement of their performance to the control group. The interactive teaching approach effectively promotes the input and output in foreign language learning so as to improve students'ability to communicate.Finally, the thesis puts forward the deficiencies of the experiment and some relevant recommendations for English instruction and makes prospect for the future research in the reform of English curriculum.
Keywords/Search Tags:Comprehensible Input and Output Hypothesis, Classroom Interaction, Interactive Teaching Methods
PDF Full Text Request
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