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Exploration On The Teaching Mode Of College English Writing Based On Input And Output Theories

Posted on:2016-08-14Degree:MasterType:Thesis
Country:ChinaCandidate:A H GuanFull Text:PDF
GTID:2295330470461588Subject:Subject teaching
Abstract/Summary:PDF Full Text Request
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. However, our college students’ integrated English skills are weak at present, especially in writing, which is due to the teaching mode and learning style adapted for a long time. In traditional writing classes, students just passively accept the language input, and have little chance to output. The imbalance of language input and output directly lead to the decreasing of writing ability.Therefore, how to keep balance between multimodal language input and output-driven exercises tops the concern in the paper. To sum up, it deserves the name of exploration on the teaching mode of college English writing based on input and output theories. Based on the researches of Krashen’s Input Hypothesis, Swain’s Output Hypothesis and Wen Qiufang’s Output-driven, input-enabled Hypothesis,the paper analyzes the relationship between language input and output, and their relations to interaction on which the teaching mode of college English writing are based correspondingly. This model can be divided into three phases: the stage of language multimodal input, which aims to develop students’ receptive skills; the stage of output-driven exercises, which aims to improve students’ writing skills; the stage of interaction between input and output, which aims to improve students’ practical English skills.To investigate the relative effect of this interactive model in reinforcing the language input 、 output and strengthening the practice of language production, the author conducted a research to test the feasibility. Under the theoretical framework of Hypothesis on input and output, the experiment to all together 197 subjects of Harbin Guangsha College was finished in a semester, which makes effect on the students’ wring abilities. In this research, we hope to solve the problems as followed: First, how to use Multimodal input activators to start implementing positive semantic structure in writing. Second, the advantages of promoting writing skills based on the theory of input and output. Third, the enlightenment of the writing teaching model.Pre and Post experiment questionnaires and two writing tests indicate that the input and output-based teaching practice is effective to the improvement of students’ writing abilities. To some extent, Multimodal input and Output-driven activities, reflection and feedback are effective means to drive the students to improve writing skills. The empirical study of this paper is a specific teaching practice under the framework of "Input and Output Hypothesis”, and the implementation provides practical support and basis for theoretical exploration and real teaching practice.
Keywords/Search Tags:Language Acquisition—input and output theories, Teaching in Writing, multimodal input, Output-driven activities
PDF Full Text Request
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