Effects Of Output-Driven,Input-Enabled Hypothesis On Senior High School Students' English Writing:An Empirical Study

This thesis is an empirical research,investigating the effects of Output-Driven,Input-Enabled Hypothesis on senior high school students'English writing.Nowadays,domestic foreign language teaching is text-oriented so that many teachers in present foreign language classes pay much more attention to input but much less to output.In a result,English writing proficiency of senior high school students remains stagnant and even gets worse.What's more,Currently,on the basis of studies of the application of hypothesis to English class teaching,academic field has attached much more importance to studying English writing teaching in tertiary educational field,but much less or even almost none to senior high school English writing teaching.Faced with the above situations,this thesis is setting Output-Driven,Input-Enabled Hypothesis as the theoretical basis to guide senior English writing teaching.This sort of writing teaching gives more weight to students5 English output and at the same time,addresses the imbalance between input and output for developing students' output competence.This thesis will explore the effects of senior high school English writing teaching guided by this hypothesis on students,English writing.It can not only add its empirical studies applied in senior high school,but also provide some bases for the development of this hypothesis.To explore the effects of this hypothesis,this thesis needs to answer two questions in detail below:1)What are the effects of senior high school English writing teaching guided by Output-Driven,Input-Enabled Hypothesis on students' attitudes,interest and confidence towards English writing?2)What are the effects of senior high school English writing teaching guided by Output-Driven,Input-Enabled Hypothesis on students,writing competence(namely content,structure,vocabulary and coherence)?This thesis is an empirical study,adopting mainly quantitative research and secondarily qualitative research.It will select Grade Two students from two different parallel classes in Changsha as the subjects,setting these two classes as experiment class and control class respectively in a 22-week experiment.Experiment class(there are 52 students in it)adopts a new method of English writing teaching under the guidance of Output-Driven,Input-Enabled Hypothesis and in the meantime,the control class(there are 51 students in it)adopts the traditional method of English writing teaching.This 22-week experiment will adopt pretest and post-test,pre-questionnaire and post-questionnaire and in-depth interview and so forth.The author will use SPSS 21.0 to analyze these data collected from the experiment and questionnaires.What's more,three students will be selected from experiment class to be interviewed at the end of experiment.Through analyzing the experiment data,its results show that:1)The English writing teaching guided by Output-Driven,Input-Enabled Hypothesis can improve students' interest,confidence and attitudes towards English writing.2)The English writing teaching guided by Output-Driven,Input-Enabled Hypothesis can improve Senior Two students' English writing competence as a whole.This study provides empirical study for the senior high school English writing teaching,with great meaningfulness in theory and practice.Hopefully,this study can not only make people have better understanding of Output-Driven,Input-Enabled Hypothesis,but also be used for reference to effectively improve English writing teaching.