基于输出假设的大学英语读写课教学改革实证研究

An Empirical Study on the Output Hypothesis-based Reform of College English Reading & Writing Course

以180多名非英语专业学生为实验对象,根据上课时间选择四个教学班为实验对象,其中两个班为实验班,另外两个作为参照班,实证研究了大学英语读写课教学改革模式。实验班学生的写作成绩与参照班学生的写作成绩存在较为明显差异,基于输出假设的读写课教学方法有助于提高大学英语学习者的输出能力。因此,教师应该重视学生的主体地位,积极开展合作性输入和输出实践,以读促写,以写促读,不断提高学生的英语输出能力。

This study mainly explores the Output Hypothesis-based teaching model of the College English Reading and Writing course. An empirical study has been made with over 180 non-English majors from four classes, who are divided into two groups. Of the four classes, two are chosen as the experimental classes and the other two as the control classes with the two classes having English lessons in the same day as the same kind. The findings show the effectiveness of the Output Hypothesis-based teaching model of the College English Reading and Writing course with the relatively significant distinction between the writing scores of two groups of students. As a result, in the teaching of the reading and writing, teachers should keep in mind the student＇s subject status in learning, make use of the writing-through-reading and reading- through-writing teaching approaches while implementing the cooperative input and output practices so as to help students improve their output competence.