| In 2008,based on Swain’s output theory,Professor Wen Qiufang put forward the output-driven hypothesis theory to Chinese education research.This research aims to explore the effectiveness of the output-driven hypothesis in junior high school English grammar teaching.English grammar teaching under the background of the high school entrance examination is mainly based on the traditional teaching model,that is,the mode of input first and output later.The drawbacks of this teaching model in teaching are becoming more and more obvious.The output-driven hypothesis can change the current status of English grammar teaching in junior high schools.It starts with language output and is oriented to the use of English.Through the development of expressive skills such as speaking,writing,and translation,grammar knowledge can be input in a targeted manner.Under the practical model of the curriculum,the conversion of grammatical knowledge to language ability is realized.The research questions in this thesis are as follows:(1)What impact does the application of output-driven hypothesis have on students’ English grammar performance?(2)What effect does the application of the output-driven hypothesis have on students’ interest in learning English grammar? This study uses qualitative and quantitative research methods to study the effectiveness of output-driven hypothesis in junior high school English grammar teaching with 96 students in the fourth and sixth classes of the eighth grade of Tian Jiabing Junior High School.Researchers use the literature research method,questionnaire survey method and experimental method.The teaching control experiment using the output-driven mode lasts for three months.The collected data mainly includes two aspects:(1)the scores of the two grammar tests before and after the experiment;(2)the data statistics of the two questionnaires before and after the experiment.After finishing the data statistics,the author analyzes the two grammar scores of two classes through SPSS software,and studies whether there is a difference in the English grammar scores of the two classes after three months of experiments;finally,conduct a questionnaire survey again to know students’ interest in learning English grammar in junior high school.The research results show that: First of all,the output-driven hypothesis can improve students’ English grammar performance and is more effective than traditional teaching methods.Because: the post-test score of the experimental class is 9.06 points higher than the pretest score,and the post-test of the experimental class is 10.31 points higher than the post-test of the control class.The paired sample T-test and the independent sample T-test are performed at the same time,and the significance is0.000 and 0.002 respectively;secondly,the output-driven hypothesis can effectively increase students’ interest in grammar learning.Through the pretest and post-test of the questionnaire,it can be known that most junior high school students can adapt to and accept the output-driven teaching model,which has changed their attitude towards grammar learning.Increased interest in grammar learning,and they are more active in class.The grammar teaching suggestions in this study are as follows: First,the output-driven hypothesis is better than the traditional “input first,output later”teaching effect,and teachers should pay more attention to the importance of output in the process of preparing lessons;secondly,through the two-factor-between-group variance analysis shows that the learning effect of high-level learners is better,followed by middle-level and low-level learners.Therefore,teachers should provide learners with appropriate and meaningful output opportunities according to their different knowledge levels and actual needs.The author hopes that this research can enrich theoretical research in related fields and provide a reference for junior high school English grammar teaching practice. |
