A Study On The Application Of Input And Output Hypotheses In English Listening And Speaking Teaching In Junior High School

The reform in senior high school entrance examination of listening and speaking test challenged the traditional English teaching in junior high school.In an attempt to provide a reference for the English listening and speaking teaching,this thesis carried out an empirical research to test the feasibility of a new listening and speaking teaching method called O-I-O(output-input-output)interactive teaching method which is raised by the author based on the input and output hypotheses.As for the experimental design of this research,88 students from Grade 9 of the Xiangjiang Yucai Experimental School in Panyu District in Guangzhou City were selected as the research subjects.In order to answer the three questions,the empirical research methods such as questionnaires,pre-test,post-test as well as observation are applied into a control class and an experimental class.Through the correlation and comparative analysis of the questionnaires,test and observation results from SPSS,it was found that students in experimental class were positive about the new listening and speaking teaching method.Also,students' listening and speaking ability in experimental class had accordingly improved.The creative and diverse listening and speaking activities which involve both the input and the output proved to be more conducive to the improvement of English listening and speaking teaching in junior high school.In addition,the new listening and speaking method may further exert beneficial effect on the English reading and writing teaching.The results of this study may provide the following implications for English listening and speaking teaching in junior high school.First of all,Input and output hypotheses are valid for English teaching to improve the students' listening and speaking ability.Secondly,It is worth noticing that the teaching words should not violate the input rules,which requires teachers to be as clear as possible about the students' current level "i",and then to do a more effective input which is close to the "i + 1" level of most students in the classroom by repeating difficult keywords,observing students' expressions and responding actively to students' feedback.In addition,Teachers should guide students to pay sufficient attention to English in life,try to create real situations that fit the students' actual abilities inside and outside the class and give students more opportunities to use English.Last but not least,Teachers ought to design more creative and diversified teaching activities which involves both input and output and make good arrangements of them in terms of the increasing difficulty level to best stimulate students' desire forexpression and improve their accuracy and fluency in the process of continuous use of the target language.