The Research On College Oral English Teaching Model Under The Theory Of Output-Driven And Input-Enabled

Nowadays, in the trend of economic globalization and education internationalization, the communication and cooperation between China and the world have become increase, which is very important to cultivate the talents of English in order to improve the soft power of the country. As a senior English learners, college students should not only master their own professional knowledge, but also improve their oral English level in order to meet the needs of the development of social employment. English education in our country attaches great importance to the cultivation of College Students’ ability to use English, which is an important aspect of College Students’ English proficiency. Although the present stage students are involved in different degree course for oral English learning, in College English teaching, the students’ oral English output skills training is still relatively weak, college students’ oral English output frequency low, poor quality, less feedback, less flexible, inaccurate, and other issues, improve the effect of oral English teaching in college English can not be ignored. So for current college students’ oral English expression of the embarrassing situation, the thesis, test the output- driven and input- enabled to the theory, used in college oral English teaching, help teachers in the teaching process to output as the driving force, with input enabled to teaching, so as to enhance the students’ oral English level and adapt to the development of employment.Therefore, first of all, this paper studies the current situation of oral English teaching at home and abroad, analyzes the popular English teaching methods, and summarizes the advantages and disadvantages of the teaching model. Secondly, regard "College Oral English teaching mode" as the theme, in CNKI senior retrieval literature, respectively to input, output, output driven, the output- driven and input- enabled to four point of literature retrieval, to tease out the domestic English teaching mode relies on the change in the guiding ideology of context, namely only depend on the input to the input and output simultaneously, then gradually developed into will be output as a driving force of the teaching mode. Finally, chosen in this article based on the theory, that is, the output- driven and input- enabled to the hypothesis is proposed in Krashen’s input hypothesis, Swain proposed output hypothesis and Wen Qiufang in 2008 output driven hypothesis based on, and Wen Qiufang put it forward again in 2014. Oral English output and the acquisition of the output- driven and input- enabled oral English teaching model, it regards oral English output as the driving force, with relevant language materials and knowledge as input enabled to the content in order to achieve the effect.This paper uses empirical research methods to explore the feasibility and advantages and disadvantages of the oral English teaching model of the output- driven and input- enabled theory. This study selected in line with the requirements of the theoretical and Empirical Study of Harbin Normal University full-time level 2012 two administrative class of college students as subjects groups, to drive the output- driven and input- enabled of before class, in class and after class practice session to the oral English teaching mode were studied. The experiment of class 1206, accepted "the output- driven and input- enabled" new English teaching model, in oral English output driven directly output tasks provide corresponding language materials and relevant linguistic knowledge as input to promote; while the control class 1217 still according to the traditional English teaching mode, and oral English output ability cultivation compared to pay more attention to a large amount of material input of information. After 2015 to 2016 year first semester of teaching practice, and to draw the object of classroom observation and after class interview: the output- driven and input- enabled to oral English teaching model under, the students’ oral English production task drive enhanced. The teacher will provide related language materials enabled well. The desire to learn new language knowledge is enhanced, the English speaking level is gradually improved, and the knowledge of English language is more comprehensive. The feasibility and the educational value of the oral English teaching model of College English under the theory of the output- driven and input- enabled.According to teaching practice of initial test re-test score data, classroom observation visits results and questionnaire investigation and analysis, this study argues that the feasibility of the teaching model of oral English better, and more in line with the improvement of today’s students oral English level and enhance the comprehensive English level. However, the output- driven and input- enabled to the hypothesis pretty too new, limited range of practice, perspective on the development of it, the oral English teaching model should also due to individual differences of students and the overall level of improve, finally make contemporary college students’ oral English skills to meet to meet the needs of economic globalization and internationalization of education and social development.