A Study On Applying Output-driven Hypothesis To English Writing Ability In The Senior High School

English Curriculum Standards for Senior High Schools(2003)points out that listening,speaking,reading and writing are the basic English skills in senior high schools.As a very important output skill,writing becomes one of the emphases and difficulties in English learning,which requires students' comprehensive ability of English language application.In the traditional mode,teachers often pay much attention to input,such as listening and reading;but on the other hand,they often ignore output,such as speaking and writing.Therefore,many senior students are not interested in English writing and deal with writing with fear.Besides,their writing ability is often unsatisfactory and the writing is still full of ambiguity,grammatical errors,incoherent and so on.In such a background,more and more scholars and teachers start to look for more effective writing teaching method.To counter the phenomenon of asymmetry between input and output,“Output-driven Hypothesis” is put forward,in which the mode of “driving— facilitating—evaluating” is advocated and students can be helped to put knowledge into practice.The thesis is based on the theory of “Output-driven Hypothesis”,in which its influence upon English writing teaching is discussed.The author chose the students in two classes of grade one in Yiyuan Middle School as the research object.The author adopted the following main methods,such as literature analysis,questionnaire and experiment.It mainly answers the following two questions:1)What effects does English writing teaching under the Output-driven Hypothesis have on senior high school students' writing competence?2)What effects does English writing teaching under the Output-driven Hypothesis have on senior high school students' writing interests,attitude and confidence?Through experiment and data analysis,the author get the following conclusion: Firstly,the writing teaching mode based on the Output-driven Hypothesis has a positive effect on students' vocabulary,grammar,content and coherence of the composition,which can help to improve the comprehensive English writing ability.Secondly,the writing teachingmode based on the Output-driven Hypothesis can help to improve students' interest,attitude and confidence in English writing.