An Empirical Study Of The Effects Of The Output-driven Hypothesis On Senior High School English Writing

Nowadays,with the growing international cooperation and communication,the role of English is becoming more and more important.English learning is done through students' middle school study,and there is a higher requirement for senior high school students' English competence.According to English Course Standard(pilot)for Senior High School,high school students should have a basic command of listening,speaking,reading,writing and the ability to use the four skills.As one of the output skills,writing is difficult to be acquired and used in short term because it is a complex process of the application of comprehensive ability.In the traditional foreign language classroom teaching in high school,there is a long-term asymmetric existence between input and output.Teachers often focus on listening and speaking while paying less attention to writing.Even after several years of English learning,high school students' English writing still appeared phenomenon such as ambiguity,grammatical errors,incoherent and so on.Students often feel inadequate about their English writing ability and level as they cannot be promoted in a long term.English writing teaching is also a problem in English teaching in senior high schools.Faced up to this situation,researchers from home and abroad havesought to explore a practical and effective English writing teaching method under the guidance of a scientific theory.According to the asymmetric phenomenon between input and output,One of the Chinese leading linguistics Wen Qiufang put forward the “Output-driven Hypothesis” in 2007,which has provided a powerful theoretical support for the research and exploration.However,relative experimental research is urgent and necessary for the development of this theory.On the basis of the “Output-driven Hypothesis”,this thesis digs into the effects of the Output-driven Hypothesis on senior high school English writing.And this study tries to answer the following questions:1)What effects does the teaching of English writing under the Output-driven Hypothesis have on senior high school students' writing competence? 2)What effects does the teaching of English writing under the Output-driven Hypothesis have on senior high school students' writing interests,attitude and confidence?This empirical research selects students in two parallel senior grade two class in a middle school as experimental subjects and mainly adopts experimental methods including pre-test,post-test,questionnaire,writing test,etc.and employs analysis such as reliability analysis,factor analysis,Independent Sample T test,and Paired Sample T test to analyze the data collected from questionnaire as well as the result of writing test.The research reveals that 1)English writing teaching under theOutput-driven Hypothesis has an overall promoting effect on senior high school students' English writing competence;students' English writing competence has greatly improved in terms of the content,the use of vocabulary and grammar,and the coherence of the composition;2)The teaching of English writing under the Output-driven Hypothesis can improve senior high school students' interest,attitude and confidence in English writing.This research provides an empirical basis for the teaching of English writing in Senior High Schools under the guidance of Output-driven Hypothesis,which is of certain theoretical and practical significance.Due to some factors,this study also has some limitations,which need further improvement.