A Study Of Instructional Design Based On Language Output In Senior High School English Classroom

English instructional design refers to a systemic approach to deal with teaching problems, which makes the acquisition of knowledge and skill more efficient,effective, and appealing. According to New English Curriculum of China, it strongly requests English teachers to cultivate students’ comprehensive ability of using the target language in teaching procedures. The research aims at exploring instructional design for high school English classroom, finding out effective ways to foster students’ language competence and developing effective teaching strategies to improve students’ language output skills such as speaking and writing.Based on Swain’s Output Hypothesis and systematic curriculum development model by Liu(2015), the present study makes use of functions of output in Second Language Acquisition and aims at investigating implementing systemic instructional design based on language output to achieve ‘speaking to learn’ and ‘writing to learn’and maximizing learners’ output competence.This research adopts experimental comparison method. 117 subjects from a senior high school in Nanchang participated the experiment, among them 57 in class one(control class) and 60 in class two(experimental class). The experiment lasted for one semester. In order to control other variables’ influence, these two classes were at an average level and randomly chosen as experimental class and control class. The experimental class adopted instructional design based on Output-Input-Output(O-I-O)model(Liu,2015) during the whole semester, while the control class(Class 1) was taught by traditional teaching methodology. Collected data were all processed for statistical analysis by using SPSS 17.0.The study has three major findings:Firstly, output-based instructional design in senior English classroom can positively foster students’ second language acquisition. There exists significant difference in two groups’ mean scores(p=.027<.05) in the final examination.Students’ English competence and skills improved significantly after the experiment compared with the control group adopting traditional teaching design.Secondly, the present study indicates that learners spoke more fluent language in output-based English classroom and improved writing competence after a sequence of free writing tasks in each unit. That is to say, O-I-O instructional design plays animportant role of improving students’ oral and written English competence.Lastly, students held positive attitude toward O-I-O instructional design in their English classroom. Through interaction in pairs, teacher and students talk, personal or group presentation and free writing, students improved their output competence. The teacher, who acts as a facilitator, also can maximize educational creativity and pedagogic intelligence in the process of instructional design to achieve teaching objectives.The research findings bring the following pedagogic implications: 1) The key to maximize learning effects lies in that high school English teachers elaborately design teaching process and activities based on ‘speaking to learn and writing to learn’pedagogy in order to cultivate the students’ comprehensive competence. 2) High school students can gradually promote their language proficiency through participating actively in oral and written activities and make the most of teachers’ verbal and written feedback and formative assessment constantly to modify output to be accurate and fluent.