Effects Of Output-Driven,Input-Enabled Hypothesis On The Quality Of Senior School Students' Spoken English

With the continuous development of the world's global economy,economic trade among a variety of countries is increasing frequently,which means that the requirements for English professionals are increasing at the same time.However,English as a world language,spoken English plays a particularly important role in the process of promotion of exchanges and cooperation among countries in economic trades.As a matter of fact,from the perspective of personal development,spoken English,one of the necessary and fundamental skills for English majors,is not only a basic requirement of profession,but also a manifestation of personal professional quality.A certain standard of spoken English not only means that speakers make every effort to make himself or herself understood and recognized in the process of communication,but also requires that both sides express themselves freely and promote further communication.Therefore,such standard puts forward higher requirements for English majors in terms of the quality of spoken English.China's education system which has always been advocating the quality education puts more emphasis on the all-round development of students with the introduction of education concept of the core competence.Educators need to teach and train students from multiple aspects such as learning,ability,skills and qualities to promote students' growth and progress.The core competence of English subject which was proposed in new English Curriculum is mainly composed of four aspects: language ability,thinking quality,cultural awareness and learning ability,and the main purpose of core competence is to cultivate students' English language ability through listening,speaking,reading,writing and other language practice activities in order that students' good psychological and moral qualities can be cultivated and promoted.In order to achieve the transformation from the application ability of comprehensive English language to the core competence of English,the training and the teaching of listening,speaking,reading,and writing skills are the basis for achievement of this transformation.However,speaking,as one of these aspects,has been largely ignored in the actual teaching practice so far,which is particular obvious in teaching stage of senior schools because of the tremendous pressure of various examinations.Taking the reality and dilemma of education in China into account,Wen Qiufang proposed the "Production-Oriented Approach"(POA)including Output-Driven,Input-Enabled Hypothesis as theoretical basis.Speaking and writing are both different forms of output,but related studies are mainly about writing due to the fact that spoken English is difficult to be measured for data collection.However,this doesn't mean that the importance of oral teaching can be ignored.On the contrary,much more importance should be attached to the spoken English and oral teaching.Therefore,this study attends to explore the impact of Output-Driven,Input-Enabled Hypothesis on the quality of senior school students' spoken output,and meanwhile clarifies the impact of hypothesis on the quality of spoken English through the measurement of pronunciation,accuracy,complexity,and fluency for participants.This study applies qualitative and quantitative research methods to explore the impact of Output-Driven,Input-Enabled Hypothesis on the quality of students' spoken output in No.2 Middle School in Yi Du.There are 93 students from class one and class six to participate in the study.For objective and direct results,students in class one receive the new teaching model while students in class six receive the traditional oral teaching,and the researcher applies the pre-test at the beginning and post-test after teaching guided by Output-Driven,Input-Enabled Hypothesis for all students.Then the researcher collects and transcribes participants' spoken material into text to sort out relative data.At last,the impact of the hypothesis on the students' oral English is analyzed through software SPSS.The research questions in this study mainly include three:1.What are the existing problems in the quality of spoken English in high schools?2.What impact does English teaching based on Output-Driven,Input-Enabled Hypothesis have on the quality of oral English output,including pronunciation standard,fluency,accuracy and complexity?3.What are the impacts of quality of senior school students' spoken English teaching based on Output-Driven,Input-Enabled Hypothesis on students' attitude,interest and confidence towards spoken English?The first question is to discover problems of learner's spoken English,which can lay the foundation for the second question and add practical significance for the study.And the third question is to answer the impact of teaching based on Output-Driven,Input-Enabled Hypothesis.The result of research indicates that firstly the teaching model of Output-Driven,Input-Enabled Hypothesis promotes students' oral English output;secondly necessary and appropriate input is conductive to students' output;thirdly,the impact of Output-Driven,Input-Enabled Hypothesis on the quality of senior school students' spoken output is mainly manifested in the complexity and accuracy of spoken expression,but there is no obvious correlation between the new teaching guided by the hypothesis and fluency and pronunciation;and at last most students are able to adapt and enjoy the teaching based on Output-Driven,Input-Enabled Hypothesis,and they are more active in the classroom.Based on the major findings,the study presents three suggestions for teachers.Firstly,teachers are expected to attach more importance to output during the process of class preparation;secondly,teachers are supposed to provide proper and meaningful input according to learners' knowledge level and actual needs;and finally the teaching based on Output-Driven,Input-Enabled Hypothesis can be used in senior school spoken English teaching in terms of students' response and results of the study.Actually,there are limited studies about the quality of spoken English,and more scholars are supposed to concentrate on studies about spoken English.