Exploration On The Mode Of College English Teaching Guided By Output-driven Hypothesis

According to the principles of "College English Curriculum Requirements", the ultimate goal of college English teaching as a foreign language (EFL) is to train students in five basic aspects of comprehensive skills, namely, listening, speaking, reading, writing and translating. Among them, listening and reading are the input skills, while speaking, writing and translating are output-based skills. For years, as to traditional foreign language teaching, the emphasis between input and output has not been paralleled. More attention has been paid to listening and writing, and the abilities of speaking and writing are greatly ignored. For a long time, the development of students’writing ability is neglected by current college English curriculum and practical English teaching, which directly lead to the students’ poor performance and the imbalance between the development of reading and writing skills.Faced with this situation, as a college English educator, the author sought to explore a practical and effective college English writing teaching model under the guidance of a scientific theory. One of the Chinese leading linguistics Wen Qiufang put forward "Output-driven Hypothesis", which provided a powerful theoretical support for the research and exploration. However, relative experimental research is urgent and necessary for the development of this theory. Under the theoretical framework of "Output-driven Hypothesis", the author set up model of "output-reflection-feedback-reoutput", and did the experiment to all together97subjects of Jilin Agricultural University.Pre and Post experiment questionnaires and two writing tests indicate that the output-based teaching practice is effective to the improvement of students’writing abilities. Output-driven activities, reflection, feedback are all effective means to drive the students’ output. The empirical study of this paper is a specific teaching practice under the framework of "Output-driven Hypothesis", and the implementation provides practical support and basis for theoretical exploration and real teaching practice.