The Study Of The Application Of The Input And Output Theory To English Writing Teaching In The Senior High School

With the promotion of new curriculum reform and quality education, writing teaching in English teaching is intensified gradually the senior high schools. The traditional exam-oriented education emphasizes on the reading and grammar and neglects writing. What's more, the traditional training model functions little. As a result, writing in English has always been a weak point in all the five skills. Since senior high school students are at an important stage of learning English and at the same time writing is also an important skill in the five skills, researches in English writing of senior high schools become more and more important and urgent. Based on second language acquisition theories, this thesis explores confusion in writing teaching by way of the input and output theory.Krashen, S., an American linguist, put forward the well-known language input theory in1981, and after that Swain, M. made supplement to it with his output theory in1985. Both of them formed the input and output theory. The application of the theory in writing teaching has drawn a lot of attention of experts all over the world. Based on the theory and the previous researches and with the help of the instrument of tests and questionnaires, the article investigated the experimental subjects--Class1and Class2in the Affiliated Middle School of Henan Normal University. Firstly the author made a survey on the problems existing among students in senior high schools. Then the two classes were separately trained by the new teaching model and the traditional training model, whose results would also be explored later. Through the contrast between pre-test and post-test and the analysis of the two questionnaires, the writer found that students' attitudes and scores changed a lot. It is showed that the new model is more effective in raising students' writing abilities, which tests the effectiveness of the input and output theory in the writing teaching. Finally the author presented the further suggestions for better improving writing teaching in senior high schools. Through the contrast between the two models, this thesis confirms that the new model, conducted by the input and output theory, can significantly raise students' enthusiasm and interest in writing, enhance writing proficiency and at last make students love writing in English. So in the process of writing teaching this model is feasible. Those specific measures put forward in the model may help us to think about the writing teaching, which can provide references for English writing teaching in senior high schools.