A Study Of The Application Of "Oral Length" Teaching Method To Oral English Teaching In College Under The Output Hypothesis

In recent stage，there are two questions in English teaching that can not bedenied:(1) Input teaching method occupies the main status in English teaching, while theteaching effect can not satisfy the teaching goal and social requirement;(2) As thetraditional “Grammar Teaching” method occupies the main status of the Englishteaching, the input teaching is taken more intention than that of output teaching, oraloutput training can not get attention. The distribution between listening、speaking、reading、writing and translating is out of balance.However, as the development ofsocial development, the requirement from the international culture communicationneeds the improvement for English skills.Facing with the requirement of teaching goals and social demands,Wen Qiufangand Qian Guanlian and other linguistic scholars have advocated the emergency of“Oral Length”teaching method.The importance of oral English teaching should bepaid with more intention. the author proposed the “Oral Length” teaching method,which is inspired by “Written Length” teaching method which was proposed by Pro.Wang Chuming.As for the “Oral Length” teaching method, there are two explanations:(1) thefirst meaning is taken from the “Written Length”, from short training to long sentencetraining;(2) the second meaning is taken from another pronunciation of this word,means English proficiency as well as the oral English proficiency should be improvedthrough the oral training.This paper was influenced by the “Output-driven Hypothesis”,which is proposedby Wen Qiufang. This hypothesis was used in this experiment and it is believed thatthe output training would give students energy to learn English. The “Output Driven”hypothesis makes a new direction for the English output teaching, which is proposedon the base of university English teaching. This paper is based on the psychological mechanism of “Output Driven”hypothesis, improving the students’ oral proficiency through oral output training anderase the anxiety of their English study. This paper uses the experimental method ofquestionnaire and test, take a qualitative research method to analysis the effectivenessof “Oral Length” teaching method in the improvement of students’ oral andcomprehensive skills. This research includes the following research questions:(1) Whether “Oral Length” teaching method can help to improve students’ oralEnglish proficiency effectively or not?;(2) Whether “Oral Length”teaching method can help to erase their anxiety inEnglish learning or not?;(3) Whether “Oral Length”teaching method can help to motivate students’interest and erase their emotional filter for English learning and make acomprehensive improvement of English study or not?.This study chose two classes of Ji Lin university of Finance as the experimentalsubject. As for the teaching method, the experimental group take the “Oral Length”teaching method for15minutes in each class and the control group take the traditionalteaching method. There is a pretest and post-test of oral proficiency before and afterthe experiment. Together with the questionnaires、entrance scores and CET-4scoreswill be analyzed by SPSS19.0. Based on the analyzed data, the author make someconclusion as follows:(1)“Oral Length” teaching method can help to improve students’ oral Englishproficiency effectively;(2)“Oral Length”teaching method can help erase their anxiety in Englishlearning;(3)“Oral Length”teaching method can help to motivate students’ interest anderase their emotional filter for English learning and make a comprehensiveimprovement of English study.