| The output is not only the result of language acquisition,but also the process of language acquisition.The general goal of the English curriculum at the compulsory education level is to enable students to develop initial comprehensive language ability.At present,language input is paid more attention than language output in junior high school English reading classes,which is not conducive to the development of students’ comprehensive language ability.The current teaching situation of the output activities in junior middle school English reading classes is investigated in this study to understand the current teaching situation of output activities in junior high school English reading classes,analyzes the problems in the process of English reading teaching,and puts forward relevant suggestions,aiming to help teachers improve the quality of output activities in English reading class and promote the improvement of students’ comprehensive language ability.This paper has practical implications for the improvement of the teaching quality of output activities in junior high school English reading classes and the development of students’ comprehensive language ability.On the basis of Swain’s Output Hypothesis,the current teaching situation of output activities in junior middle school English reading classes is investigated by using the questionnaire,interview and classroom observation scale.In this study,220 students and 4 English teachers of Middle School X in Nanning are selected as the subjects.The following are the research questions:1.What is the current situation of the use of output activities in middle school English reading classes?2.What is the current situation of teachers’ and students’ performance in the teaching of output activities in middle school English reading classes?3.What are the problems in the teaching process of output activities in English reading classes?The findings of the study showed that:The proportion of oral output activities is larger than that of written output activities.The proportion of controlled output activities is larger than that of communicative output activities.There are fewer output activities in the stage of pre-reading in junior middle school English reading classes.The difficulty of output activity is at a moderate level.(2)In the process of English reading teaching,both teachers and students have strong output awareness.Teachers’ understanding of the Output Hypothesis is not sufficiently.Teachers are able to assess students’ language output encouragingly,but the assessment on the form and content of the language output needs to be strengthened.Students are not motivated to participate in the output activities.Student’s confidence in output activities is low.Student’s oral output ability is superior to written output ability.(3)The following problems exist in the teaching process of output activities in junior high English reading classes.The theoretical knowledge base of teachers is not solid.Teachers do not pay enough attention to assessing the form and content of students’ language output.Some students lack of output confidence and lack of motivation and interest in participating in output activities.There is an imbalance between the student’s oral and written output skills.The proportion of oral output activities and written output activities is not balanced.There is an imbalance in the proportion of controlled output activities and communicative output activities.The output activities are not pay attention to the different level of differentiation.Finally,some pedagogical strategies for the Reading teaching of output activities in middle school English reading classes are put forward.Teachers should improve their theoretical level of second language acquisition.Besides,teachers should help students recognize the functions of output activities in English reading lessons,encourage students who lack output confidence,and design different output activities of varying difficulty to promote student motivation and interest.Teachers should pay more attention to written output activities and communicative output activities in reading lessons,and feedback on the form and content of students’ language output in order to promote the development of students’ comprehensive language ability. |
