A Study On Output-Driven English Teaching Model In Junior High School

The English Curriculum Standards (2011) issued by Ministry of Education points out that students should acquire basic language knowledge, and cultivate basic listening, reading, speaking and writing skills. As we all know, listening and reading are language input process while speaking and writing are language output process. Both language input and output are of great importance in language learning. Therefore, English teachers should strive to balance the amount of input and output so as to develop students'comprehensive language competence. However, the results of literature study indicate that cramming teaching, like a one-way passive input, is still very common in Junior High School. It will certainly cause students to lose interest in learning, and thus affecting their learning performance.In response to this problem, this thesis intends to construct a new teaching model—— "Output-Driven Teaching Model" on the basis of Krashen's "Input Hypothesis" and Swain's "Output Hypothesis", together with Long's Interaction Hypothesis, Hammer's balanced activities approach and humanism education. It then presents the teaching principles and procedures as well as suggestions of implementing the new model. In order to verify its effectiveness and feasibility, a 4-month experimental study is conducted in two classes of Grade Eight, Fuzhou No.29 Junior High School. During the experiment, "Output-Driven Teaching Model" was employed in the Experimental Class while the traditional cramming teaching model was used in the Control Class. Then this thesis uses two English tests (pretest and posttest), questionnaire and interview survey to find out the new model's effects on students'English performance and learning interest. The results of the study indicated that the students in the Experimental Class scored much higher in posttest than those in the Control Class. Besides, students' learning interest and confidence were improved as well. Therefore, it concludes that "Output-Driven Teaching Model" is feasible and effective in English teaching of Junior High School.