An Action Research On Junior High English Teaching From The Perspective Of "Output-Driven,Input-Enabled" Hypothesis

English instruction in basic education seeks to develop learners' comprehensive language competence and it has seen considerable progress.However,in some underdeveloped areas,like remote areas in Yunnan secondary middle schools,English teaching is still time-consuming and inefficient.One of the important reasons lies in that language input and output activities are artificially separated to some extent,which in turn fails to form purposeful and interesting connections among the language learning activities.Based on the “Output-Driven,Input-Enabled” Hypothesis proposed by Wen Qiufang,this paper carries out an action research with a new English instruction mode “pre-input-output trial-input-output”,which intends to integrate language input with output activities.Fifty-four students at Grade Eight are selected as subjects from a middle school in a remote area in Yunnan Province.This action research employs a couple of methods to collect data,like questionnaires,interviews,tests,teaching logs and case study,and it lasted for twenty weeks,the whole semester in total.The findings show that the instruction mode with a few auxiliary methods is feasible and has positive effects on students' English study,especially the productive abilities of speaking and writing.Besides,it turns out to be that students' attitude towards English learning has changed a lot that more students feel interested in learning English and gain a sense of integrating language input activities with output tasks.