Foreign Language Teaching Writing Input And Output Of

This paper is concerning Krashen's Input Hypothesis and Swain's Output Hypothesis which are the theoretical supports. Based on the case of foreign students learning Chinese in China, the cognitive process of writing and the characteristics of writing, the paper aims to discuss the approaches of language input and output. As for the approaches of language input, the reciting input, the listening, speaking and reading input are the main content. Then two suggestions are given: choosing the understandable and idomatic input materials, learning both from class and outside. As for the approaches of language output, "three writing teaching patterns", "task- based language teaching" as well as "the lengthy approach of writing" are analysed, then with the subsquent elaboration of the writing phases (preparation, training and evaluation) and the writing obstruction in the writing course, we hope to find effective language output approaches, so that our writing course of teaching Chinese as a second language can be improved.