A Study Of College English Writing Teaching Based On Output-driven Hypothesis

English writing is one of the English comprehensive capabilities,it is urgent that we should improve college students' comprehensive English skills for meeting the requirement of English ability in workplace.According to the “College English Curriculum Reform” issued by Ministry of Education,non-English major college undergraduates should “be able to complete general writing tasks;be able to describe individual experience,feeling,emotion and events;be able to write common practical article;be able to write a 120-word composition in terms of general topic within half an hour and the composition should meet the following requirements: content is basically intact,core idea is clear,wording is appropriate and semanteme is coherent;be able to master the basic writing skills ”.However,majority of college students cannot achieve this general goal,which can be proved by the score of writing in CET4 and CET6 examination.Meanwhile it is also difficult for many college English teachers to improve the writing ability of non-English majors students.Because most colleges and universities have not set up special writing courses for students;for a long time,text teaching is the main task of classroom teaching in our college English language teaching course.Therefore,it is a critical point for our college English teachers that how to improve college students' writing proficiency and how to provide new and proper English writing teaching concept and approach for college English teachers in current condition.In 2008,Wen Qiufang put forward the output-driven hypothesis and the practical significance and effectiveness of the output-driven hypothesis applied in the teaching to English major students.In 2013,Wen Qiufang published the article entitled “output-driven hypothesis in the application of college English teaching: thinking and recommendations”,expounded the specific content of the hypothesis and the implementation of “output-driven hypothesis” in college English teaching and the challenge we faced with while applying the “output-driven hypothesis” into practice.In recent years,many scholars have applied the output-driven hypothesis to specific teaching practice.Based on output-driven hypothesis theory,many scholars have further verified the validity of output-driven hypothesis in college English teaching,including college English writing teaching.In terms of the current situation of college English writing teaching and relative researches,this dissertation studies the teaching of college English writing on the basis of output-driven hypothesis.The main purpose of this study is to change teaching concept of college English teachers,improve the performance of college English writing teaching and clarify college English teachers' task while teaching English writing.Theory instructs practice.Through this college English writing teaching research,the writer hopes to change the teaching concept that college English teachers pay more attention to input and neglect output of students' English and provide clear tasks and goals for college English teachers' writing teaching,namely,to improve English output ability of college students and to improve their English comprehensive skills to enable them to be competent in the increasingly competitive workplace.This research attempts to study college English writing teaching further under the guidance of output-driven hypothesis put forward by Wen Qiufang and based on the current domestic and foreign research on college English writing teaching.This paper attempts to explore two main questions: “Whether the English writing teaching based on “output-driven hypothesis” is effective in teaching college English writing” and “In what aspects can the output-driven teaching model improve the college students' English writing proficiency?”In this research,the author adopts two basic methods of theoretical analysis and experiment,combined with the survey questionnaire,writing test and other research methods and takes two classes of Zhuhai College of JiLin University as research subjects.One class is experimental class,whose English writing is taught by using the teaching model under the guidance of output-driven hypothesis theory while the other class is controlled class,whose English writing is taught according to traditional English writing teaching model.The research experiment is divided into three stages: pre-experimental stage,experimental stage and post-experimental stage.The pre-experimental stage consists of questionnaires and pre-experimental English writing tests of two classes.The experimental stage is teaching these two classes' English writing separately.The post-experimental stage includes post-test questionnaire and English writing post-test.Finally,data are collected and analyzed quantitatively and qualitatively.Finally,it is concluded that college English writing teaching model based on the theory of output-driven hypothesis has a significant effect on the teaching efficiency of college English writing.Compared with controlled class,the experimental class students have made significant progress in writing.According to questionnaire information,interview and observation to the classes,the researcher has found out the tasks and activities based on output-driven hypothesis,like film review and peers' review,can change students' attitude toward English writing and stimulate students' interest and motive,thus improving students' English writing.Therefore,if the long-term teaching of college English writing under the guidance of output-driven hypothesis is carried out,the author believes that we can change to a certain extent current situation and improve the contemporary college students' English writing ability so as to lay foundation for English usage in workplace.