An Empirical Research On Senior High School English Writing Teaching Based On The Output-driven Hypothesis

Senior High School English Curriculum Standards(2017)points out that listening,speaking,reading,viewing and writing are the five basic English language skills for senior high school students to master.Writing,as an essential language output skill,is a key indicator to measure the English proficiency of learners.Nevertheless,the traditional English writing teaching attaches great importance to the input while ignoring the output,which is not conducive to the overall English writing ability of students and causes problems such as separation of learning and using,inefficiency and so on.Therefore,how to improve students' English writing ability effectively and how to provide senior high school English teachers with new English writing teaching methods are worthy of academic attention and research.Based on this situation,Chinese scholar Wen Qiufang put forward the Output-driven Hypothesis in 2008,aiming at cultivating students' integration ability in learning and using.This thesis,guided by the Output-driven Hypothesis,explores the effectiveness of the “output-input-output-evaluation” approach to English writing teaching in senior high schools.It mainly answers the following three questions:1.What is the current situation of senior high school students' English writing? What are the main problems?2.Based on the Output-driven Hypothesis,what is the influence of the“output-input-output-evaluation” English writing teaching method on the writing ability of senior high school students?3.Based on the Output-driven Hypothesis,what is the influence of the“output-input-output-evaluation” English writing teaching method on the writing interest,confidence and motivation of senior high school students?This empirical research selects students of Senior Two from two parallel classes in Zhangzhou No.1 Senior High School.A class is chosen as the Experimental Class which adopts the English writing teaching method based on the Output-driven Hypothesis.While another group is selected as the Control Class which uses the traditional Englishwriting teaching method.Both quantitative and qualitative research methods are applied in this research.The instruments used in the research are questionnaires,writing tests and an interview.And the SPSS 13.0 statistical analysis software and the Microsoft Office Excel 2003 are used to analyze the data and draw a reasonable conclusion.The findings are as follows:(1)There are some problems worthy of attention in the English writing of senior high school students.Students hold negative attitudes towards English writing.There are many problems existing in their writings such as ambiguity,incoherence,empty content and so on.In the traditional writing teaching method,disadvantages emerge as most teachers emphasize the input but ignore the output.Hence,it's urgent for instructors to change teaching concepts and improve teaching methods.(2)The English writing teaching under the guidance of the Output-driven Hypothesis can improve the English writing ability of senior high school students as a whole.(3)The English writing teaching method guided by the Output-driven Hypothesis has a great influence on the interest,attitude and confidence of senior high school students in English writing.