This paper discusses how college English teaching can be carried out based on the output-driven hypothesis. It consists of three sections. Section one briefly describes the views of the output-driven hypothesis with r...This paper discusses how college English teaching can be carried out based on the output-driven hypothesis. It consists of three sections. Section one briefly describes the views of the output-driven hypothesis with relevant theoretical explanations. Section two further illustrates how such teaching practice can be conducted in terms of the teaching objectives, teaching procedures, and methods, and assessment focuses. Section three points out the potential challenges faced by university English teachers when the hypothesis is tested展开更多
With the continuous development and innovation of higher education in China,the development trend of education,from the extension type to the connotative type,is prompting the reform of college English.At present,coll...With the continuous development and innovation of higher education in China,the development trend of education,from the extension type to the connotative type,is prompting the reform of college English.At present,college English emphasizes more on students5 comprehensive English application skills and their comprehensive development in listening,speaking,reading,and writing,so that they can use English flexibly.The output-driven hypothesis is a teaching theory proposed in the current educational environment,which is devoted to solving many problems in English teaching,such as low efficiency and the separation of learning and application.This study makes a detailed analysis of the connotation of output-driven hypothesis and explores the problems existing in current college English teaching.The purpose of this paper is to put forward practical teaching strategies for college English under the concept of output-driven hypothesis.展开更多
Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made tw...Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made two questionnaires, which revealed that most students preferred and benefited from this new pedagogy. Based on the research, the author discusses the characteristics of the flipped-classroom pedagogy for teaching ESP as well as such basic ESP instructional principles as mulflmodality, interacfivity, practicability and leamer-centeredness. The flipped-classroom teaching mode is expected to supply valuable insights to College English teaching reforms in China.展开更多
International English Language Testing System(IELTS)writing has always been a great pain for the Chinese test-takers since they have different thinking pattern from foreigners and lack the ability of logical expressio...International English Language Testing System(IELTS)writing has always been a great pain for the Chinese test-takers since they have different thinking pattern from foreigners and lack the ability of logical expression.Although there has been much research about IELTS writing,few studies view it as a major form of productive outputs.In addition,some teaching problems do exist in a vast number of IELTS training institutions.The production-oriented approach(POA)has been developed for over 10 years by Wen Qiufang,which mainly focuses on English instruction in China.Now it has become a relatively complete and mature theory and is applied in teaching English as a second or foreign language(ESL or EFL)classrooms.However,little attention of POA has been given to the IELTS writing.This paper explores the application of POA to IELTS writing pedagogy in a hope to provide test-takers a better understanding about IELTS Writing Task 2 and help them improve IELTS writing performance.展开更多
文摘This paper discusses how college English teaching can be carried out based on the output-driven hypothesis. It consists of three sections. Section one briefly describes the views of the output-driven hypothesis with relevant theoretical explanations. Section two further illustrates how such teaching practice can be conducted in terms of the teaching objectives, teaching procedures, and methods, and assessment focuses. Section three points out the potential challenges faced by university English teachers when the hypothesis is tested
文摘With the continuous development and innovation of higher education in China,the development trend of education,from the extension type to the connotative type,is prompting the reform of college English.At present,college English emphasizes more on students5 comprehensive English application skills and their comprehensive development in listening,speaking,reading,and writing,so that they can use English flexibly.The output-driven hypothesis is a teaching theory proposed in the current educational environment,which is devoted to solving many problems in English teaching,such as low efficiency and the separation of learning and application.This study makes a detailed analysis of the connotation of output-driven hypothesis and explores the problems existing in current college English teaching.The purpose of this paper is to put forward practical teaching strategies for college English under the concept of output-driven hypothesis.
文摘Based on the output-driven input-enabled hypothesis, we proposed an instructional design model for a preliminary research of the flipped classroom in teaching practical English writing. During the research, we made two questionnaires, which revealed that most students preferred and benefited from this new pedagogy. Based on the research, the author discusses the characteristics of the flipped-classroom pedagogy for teaching ESP as well as such basic ESP instructional principles as mulflmodality, interacfivity, practicability and leamer-centeredness. The flipped-classroom teaching mode is expected to supply valuable insights to College English teaching reforms in China.
文摘International English Language Testing System(IELTS)writing has always been a great pain for the Chinese test-takers since they have different thinking pattern from foreigners and lack the ability of logical expression.Although there has been much research about IELTS writing,few studies view it as a major form of productive outputs.In addition,some teaching problems do exist in a vast number of IELTS training institutions.The production-oriented approach(POA)has been developed for over 10 years by Wen Qiufang,which mainly focuses on English instruction in China.Now it has become a relatively complete and mature theory and is applied in teaching English as a second or foreign language(ESL or EFL)classrooms.However,little attention of POA has been given to the IELTS writing.This paper explores the application of POA to IELTS writing pedagogy in a hope to provide test-takers a better understanding about IELTS Writing Task 2 and help them improve IELTS writing performance.
