A Study On The Teaching Mode Of Input And Output Integration In Senior High School English Writing

With the boosting of quality education and new curriculum reform, the new English curriculum standard puts forward higher and more specific requirements for writing ability of students in senior high school. Moreover, the college entrance examination about English written expression also intensifies the investigation about the students’ writing competence in recent years. Therefore, writing teaching has become the key points and difficult points in senior high school English teaching. But in the current high school English teaching, writing teaching has not gotten as much as attention as it should. And English writing becomes the bottleneck that hinders students from improving the level of English learning. This thesis aims to build a new teaching mode of English writing with integration of input and output to improve students’ English writing ability.In the early 1980 s, Krashen, American linguist, proposed the input hypothesis, emphasizing language acquisition is generated by getting a lot of comprehensible input. This theory has important impact on second language acquisition. Subsequently, based on the input hypothesis, Swain found the inadequacy of the input hypothesis and put forwards output hypothesis as a complement to input hypothesis. She believed that language output can strengthen the attention to language input materials, and improve language fluency. Therefore, in the process of language acquisition, the input and the output are equally important.The author implemented a 16-week empirical research taking students in Class 5 and Class 6 in grade one from a senior high school in Dalian, Liaoning province as the research subjects, with combination of questionnaire and test method. Questionnaire aims to know the students’ writing interest, motivation and attitude, and existing problems in the process of writing. In the process of experiment, the experimental class of adopts the new teaching mode with the integration of input and output in writing class, and the control class still use the traditional teaching mode in writing class. At last, with the help of Paired-sample T test and Independent-sample T test, we make the contrastive analysis of the pre-test and the post-test results from the experimental class and the control class.The results show that the new model is more effective to improve students’ writing interest and motivation, increase their writing level. At the end of the experiment, 90% students in experimental classes have taken a great interest in writing, and no longer fear to write in English. They are full of confidence in the writing process now.