A Study Of The Effects Of Output-driven Teaching Model On Senior High School Students’ English Writing

Writing,as an important language output skill,is a comprehensive reflection of students’ ability to organize language,use language,express as well as writing ability,it largely reflects the overall English level of students.However,the current situation of senior writing teaching is far from satisfactory,there is an imbalance between output and input.As a result,students gradually lost interest and confidence in English writing,and their writing ability cannot be effectively promoted.In view of this kind of situation,many scholars are actively exploring an effective and practical teaching method of English writing.According to the present situation of English teaching of China,one of the Chinese famous linguistics Wen(2008)creatively proposed the "Output-driven Hypothesis",which aims to improve the long-existing asymmetry phenomenon of over-emphasis on input and less-emphasis on output in English teaching.Thus,the present study applies the output-driven teaching model to English writing teaching in senior high school,and attempts to investigate whether output-driven teaching model can improve students writing ability and strengthen students’ writing motivation.So,this thesis puts forward the following research questions:(1)What are the effects of output-driven teaching model on senior high school students’ writing performance?(2)What are the effects of output-driven teaching model on senior high school students’ English writing motivation?(3)What are students’suggestions on the output-driven teaching model?A three-month experiment was conducted among 104 students from two parallel classes of grade one of the senior high school where the author interned,including tests,questionnaire as well as interview.During the teaching experiment,two classes were taught by the same teacher.The difference is that the teacher used output-driven writing teaching mode in experimental class while the traditional writing teaching approach was adopted in control class.At the end of the experiment,two classes were tested and SPSS 17.0 was used to analyze the collected data.Through a 16-week teaching experiment,the findings are concluded as follows:First English writing teaching under the Output-driven Hypothesis has a positive effect on students’ English writing performance,students’ writing proficiency has greatly improved in terms of the language,content and structure.Second,output-driven teaching model can effectively strengthen students’motivation in English writing,of which intrinsic motivation and extrinsic motivation are most obvious,but it has little effects on self-efficacy.This experimental study has proved that output-driven teaching model can promote students’ English writing proficiency and strengthen their English writing motivation.Moreover,this teaching model contributes to students’positive attitude towards writing,enhancing students’ efficient interaction in class,fostering the ability of autonomous learning and cultivating interest and confidence.Furthermore,this study also provides some empirical data for related research and attempts to propose some feasible and practical suggestions for senior high school English writing teaching.Whereas,under the influence of some objective factors,there are still some limitations in this study,which need to be further improved and developed in the teaching practice in the future.