A Study On College English Writing(TOEFL-Oriented) Teaching Based On Output-Driven Hypothesis

Under the background of economic globalization, the companies in the society require the students who are competent in English writing. According to the College English Curriculum Requirements(2007), the writing part is emphasized.In 2008, Professor Wen Qiufang proposed the output-driven hypothesis and discussed the significance of output-driven hypothesis in English major. Nowadays, many scholars like Wang Wenqiu has applied the output-driven hypothesis into college English teaching in order to verify the effectiveness of output-driven hypothesis in college English teaching.In 2013, Professor Wen Qiufang published the essay with the title of The Use of College English Teaching Based on Output-driven Hypothesis: Thinking and Suggestions. In the passage, the content, the implement and challenges of output-driven hypothesis are included. In March 21 st and March 22 nd, 2014, the seminar with the topic of situations, goal, ability, and strategy was organized by National Research Center for Foreign Language Acquisition and Foreign Language Teaching and Research Press. According to the content of the conference, Wen Qiufang(2014) proposes an essay, entitled the Output-Driven, Input-Enabled: A Tentative Theory of Foreign Language Classroom Instruction for University Students. In the dissertation, the development of output-driven hypothesis is described.Based on the detailed research on input hypothesis, output hypothesis and output-driven hypothesis, the author designs a teaching model in college English writing(TOEFL-Oriented). The teaching model refers to reading-writing model, which means reading can promote writing. At the same time, writing as the language output is the drive of reading. The goal of the teaching model is to promote the efficiency of college English writing teaching. The research aims to answer the following questions: 1) What is the teaching model of college English writing(TOEFL-Oriented)? 2) Whether the teaching model is effective for the language learners to improve the grades or performance in their college English writing(TOEL-Oriented) ? 3) What are the students’ attitudes to the teaching model in college English writing (TOEFL-Oriented)? 4) What are the teachers’ opinions towards the teaching model?In this research, the author chooses 52 students from non-English major. They are divided into EC and CC randomly. The teaching model based on output-driven hypothesis is used in EC, and the traditional teaching is used in CC. According to the score of the writing tests in the pre-test and post-test and the analysis of questionnaires and interviews, the conclusions are as follows. 1) The model refers to the drive of output(TOEFL writing) – input(reading) –intake and integration(paraphrase and conclude the main points) – formative evaluation – output(TOEFL writing) –summative evaluation. 2) The model of college English writing(TOEFL-Oriented) based on output-driven hypothesis can help students improve the score of writing.3) This teaching research is popular among the students. Students argue that they have changed their learning behavior.4) The teachers participating in the research have the strong will to join this. The teachers can improve their academic ability by learning this hypothesis, which can make the students interested in doing the relevant research.The goal of this research is to broaden the research field of output-driven hypothesis to provide suggestions in college English writing(TOEFL-Oriented). Nowadays, the output-driven hypothesis can be used in teaching in college English and English majors instead of college English teaching(TOEFL-Oriented). Therefore, this research provides a teaching model in college English teachers in order to promote the professional level in teaching and improve the students’ performance in TOEFL writing.