An Action Research Of Output Driven Teaching Model In English Writing Teaching Of Junior High School

The English curriculum standards issued by Ministry of Education requires that students should grasp basic language knowledge and develop fundamental listening,writing,speaking,writing and translating skills.As we all know,listening and writing represent language input process while speaking and writing represent language output process.The development of language input and output shouldn’t be neglected in language learning.Therefore,as English teachers,they should balance the development of input and output so as to enhance students’ ability of using language comprehensively.However,basing on the research of relevant literature,It can be founded that many schools now pay more attention on language points input while overlook students’ language output on their own.The existence of this situation will certainly make students lose interest in writing learning,and finally influence their learning performance on writing test.Aiming at this situation,this thesis attempts to design a new teaching model called“Output Driven Teaching Model” on the basis of Swain’s “Output Hypothesis” and Wenqiufang’s “Output Driven Hypothesis”.A 16 weeks’ study is implemented in one class of Grade Eight,Junior High School in C.During the process of action research,Output Driven Teaching Model was applied in the class which including five teaching procedures----“output tasks before class → preparations before input tasks → inputting step → output tasks in class → evaluations after output tasks”.The teacher designed different kinds of output activities about writing and intended to guide students to participate in them on their own initiative.And then this thesis employed twoquestionnaires,writing tests and interview survey to explore this model’s effects on students’ learning interest and English performance on writing tests.The result of the study showed that the Output Driven Teaching Model is feasible and effective in English writing teaching of Junior High School.This model not only strengthens students’ interests on learning and improves students’ grades on writhing but also develops the ability of input and output simultaneously and finally enhances the comprehensive ability of applying language.It seems that constructing and applying this Output Driven Teaching Model will enrich relevant theoretical researches and provide references for practice of writing teaching of Junior High School.