A Study On Interactive Model Of High School English Classroom Teaching Based On Input And Output Hypotheses

For a long time, we have been using large-scaled classroom teaching system, emphasizing on the one-way impartation of language knowledge from teachers. Students seldom have the opportunity to use English, which is surely not conducive to the study of English language. English instruction has always been in an awkward situation of large investment and small production. However, classroom instruction should be a two-way and dynamic interaction. There should be constant interaction between students and teachers, and among students themselves. In classroom, students should be provided with sufficient comprehensible input and opportunities for producing comprehensive output. However, traditional English classroom teaching is done only through instruction and consequent "cramming" which is a one-way communicative model. Through this model, students receive information passively and almost have no opportunities for output. This is unfavorable to the improvement and development of students’competence of using language. Therefore, it is necessary for us to explore a proper and effective model of high school English classroom teaching.To improve the traditional English classroom teaching model, I propose to apply interactive classroom teaching model to the classrooms of Yang Zhou Middle School on the bases of Krashen’s Input Hypothesis, Swain’s Output Hypothesis and Long’s Interaction Hypothesis, to prove that interactive high school English classroom teaching model has some advantages over the traditional one.The writer conducted a teaching experiment to preliminarily test its feasibility, aiming to solve the following problems:high school students’attitudes towards language input and output as well as English classroom interactive teaching; the effect of interactive English classroom teaching model. The results are as the following:Students have got a deep understanding of language input as well as output, and they realized that they were of equal significance. Under interactive teaching model, students are able to obtain optimized comprehensible input, and get a lot of language output opportunities, and their communicative competence has also improved.This thesis is composed of five chapters:Introduction, Literature Review, Methodology, Results and Discussion, as well as Conclusion. Chapter one provides an overview of the study, including the significance of the study, current situation of relevant studies, and the structure of the thesis. Chapter two clarifies the definitions of some concepts and reviews some related theories and empirical studies about interactive teaching model. Chapter three focuses on the design of the research, in which research questions are proposed, data collection procedures are introduced, and data analysis are involved. Chapter four offers the results of the analysis, with some tentative interpretations and discussion followed. The last chapter summarizes the major findings, discusses some pedagogical implications, and points out some limitations of the present study. Suggestions for future research are also offered at the end of this chapter.