A Study Of Teaching Design For Junior English Writing Based On Input And Output Hypothesis

With the ongoing reform of English teaching and learning in the secondary education,more and more English teachers and researchers have been engaging themselves with pedagogical efforts into English writing.From what the author finds by the end of a month-long internship in a local junior high school,most teachers tend to emphasize students' passive input and seldom pay attention to the cultivation of students' output when they teach writing in their English class.The status deviates from the teaching requirements required by Compulsory Education English Curriculum Standard(2017 edition).In response to the situation,this study sets out to explore effective teaching for junior high English writing with the guidance of input and output hypothesis.Based on Krashen's Input Hypothesis,Swain's Output Hypothesis and Wen Qiufang's Output Driven-Input Promotion Hypothesis,this study designs a four-phase framework for effective teaching of English writing for junior high school students.Briefly speaking,the four phases can be described as Phase One of multi-model input,Phase Two of output,Phase Three of mutual evaluation,and Phase Four of secondary input and output.This design tries to consolidate the effect of input by revitalizing the words and expressions learned in the class;realize the effect of error correction and reflection through mutual evaluation;and it strives to achieve the goal of promoting learning by writing.In order to know how effective it could be,a pilot study is carried out in Class X of a junior high school in Xiangtan for one semester.Two research questions guide the study.First,whether the writing teaching design applying input and output hypothesis can achieve output driven imput.Second,what are the effects of the writing teaching methods on students.In so doing,the study seeks to design an effective mode of teaching that can be applied in general.Feedbacks reveal that the four-phase design is effective to some extent.The study first finds,the design guided by input and output hypothesis has achieved output driven students' input.Secondly,it finds that the application of new writing teaching methods is conducive to improve motivation and confidence of the students,and their writing level.In a word,the four-phase design for teaching English writing in the junior high school is effective and applicable to the field in general.