An Empirical Study Of Spoken Medical English Teaching With CLT Based On Output Hypothesis

This study preliminarily attempts to apply the combination of CommunicativeLanguage Teaching and Output Hypothesis to spoken medical English teaching withtheir practicability and effectiveness, which makes spoken medical English classauthenticity and socialization to cultivate medical students’ communicativecompetence. This study also preliminarily attempts to probe an effective approachwhich conforms to the characteristics of spoken medical English teaching byexperiment.The research methods consist of literature review, experimental research,questionnaire and interview. First of all, the author collects data on CLT, outputhypothesis and oral English teaching at home and abroad with analysis, which are thetheoretical foundation. This study attempts to apply communicative strategies tospoken medical English teaching, which conducts an experiment for one semesterthrough the subjects of the seven-year medical students combined bachelor’s andmaster’s degree program. The author analyzes the results and concludes theadvantages and disadvantages of the application of CLT based on output hypothesis tospoken medical English teaching.The author selects two classes of the sophomore seven-year medical studentsfrom China Medical University to conduct the experiment. There are three researchquestions:⑴To what extent can communicative language teaching based on outputhypothesis stimulate medical students’ interest in learning spoken medical English?⑵How does communicative language teaching based on output hypothesis improvethe spoken medical English achievements of medical students?⑶How shouldteachers apply communicative language teaching based on output hypothesis inspoken medical English class? The experimental results show that: the application ofCLT based on output hypothesis can improve seven-year medical students’ spokenmedical English level and arouse their interest in practicing spoken medical Englishand strengthen their impetus and subjective initiatives in spoken medical English andenliven the atmosphere of spoken medical English class. Therefore, the application of communicative language teaching based on output hypothesis to spoken medicalEnglish teaching is feasible and highly effective.