Research On The Teaching Approach Of Senior High School English Writing Based On Input And Output Hypothesis

Writing,as an output activity,is an important skill in language learning.English writing teaching plays a crucial part in senior high school English teaching.The English Curriculum Standards of Senior High School(2003)not only put forward a high demand on students' English writing ability but also propose specific objectives on English writing teaching.However,the current situation of writing teaching is far from being satisfactory.Most teachers only focus on students' writing product and seldom provide students with a rich source of writing knowledge and guide students to write.And a large number of students show passive motivation,little interest and lower level in writing.A lot of researches have been conducted to cope with the situation from different perspectives and many teaching methods have formed.This thesis tries to explore the application of input and output theory in senior high school English writing teaching on the basis of the previous studies.Based on Krashen's input hypothesis,Swain's output hypothesis and Wen Qiufang's“Output-driven,input-enabled Hypothesis”,this study intends to explore an English writing teaching approach in senior high school.The thesis attempts to adopt the writing teaching approach based on input and output theory and use various activities to achieve the ingenious combination of language input and language output.This teaching approach consists of three phases: the output driven stage,aiming at activating students' learning motivation;the multi-modal input stage,including audio-visual,reading and recitation,aiming at providing students with sufficient comprehensible input,so as to lay a solid foundation for the following writing;the output stage,which includes writing and assessment,aiming at internalizing the input language and improving students' writing proficiency.In order to test the feasibility of the method,the author carried out a teaching experiment in two parallel classes of Grade Two from Huaxian NO.2 Senior High School over a period of four months.One is chosen as the experimental class and the other as the control class.The new teaching approach is implemented in the experimental class,while the control class is still taught in the traditional approach.The research instruments arequestionnaires and writing tests.The data are analyzed by the statistic software SPSS21.0.The study results show that the English writing teaching approach based on the theory of input and output is effective in improving senior students' English writing ability.And it is capable of changing senior students' writing attitude and stimulating students' writing interests.