A Study Of Application Of Input,Intake And Output Hypotheses Into English Teaching In Junior High School

As the input hypothesis plays a dominate role in language teaching and the functions of output are favored by more and more linguists, so mlost of the teachers pay more attention to the model of input and output theory. Intake process is ignored in the second language acquisition. The intake process is neglected as bridge connecting the input and output. Owning to these reasons, it is hard to turn the input material into the students’inner-grammar system. It is intended to make a composition of input, intake and output effective in English teaching in middle school.In this research, the author considers the input, intake and output as an integral process and pays attention to various input, intake process and various output. In psychological view, the language intake process can be considered as memory process. And in this process, the author focuses on intake process and gives some efficient suggestion for improving students’ English learning competence. Data about students’test scores, questionnaire and reflective journal were analyzed and the results indicate that input, intake and output hypotheses have a significant effect on the students’ English learning proficiency.