On the Balance Between “Input” and “Output” in College English Teaching

The current college English teaching is usually associated with two discouraging words—"time-consuming"and"inefficient", which badly demands some urgent solutions. On the basis of Krashen's Input Hypothesis and Swain's Output Hypothesis, this paper elaborates the indispensable and critical roles respectively of input and output in language learning, and proposes a concept of balanced input and output in college English teaching. The paper also presents some personal suggestions as to how to bring the balance into teaching.

The Study of Strategies in College English Translation Teaching from the Perspective of Input and Output Theory

Research on SLA gives highlights to English translation teaching. The second language acquisition is a cognitive process of understanding and outputting the second language by making use of strategies, which contains language input, learners' linguistic knowledge, and language output. This paper analyzes language input and output theory and then proposes that we should stress language input by practice and interaction and at the same time focus on the role of language output in college English translation teaching.

The Effect of Input and Output on Second Language Vocabulary Acquisition and Implications for Vocabulary Teaching

Vocabulary is the basis of language learning. The study of vocabulary is an important part of second language acquisition research field. This article mainly reviews external factors that influence the second language vocabulary acquisition research at home in recent years. It emphatically summarizes the effect of input and output on vocabulary acquisition, vocabulary teaching,that will provide some suggestions for the future vocabulary acquisition.

The Theoretical Analysis of Communicative Language Teaching From the Perspective of Input, Output and Interaction

The study is to explore the underlying concepts that Communicative Language Teaching is based on. It mainly considers the developments in research focusing on the notions of input, output and interaction that have influenced this approach.

The Enlightment on Task-based Teaching Derived from Input Hypothesis

Aiming at gradually developing and perfecting the task-based teaching method, the essay, with enlightment from the Krashen＇s Input Hypothesis, discusses some issues about input, output, activities and teacher＇s role in this method.

Input和Output理论在高职高专英语口语教学中的应用*

影响高职高专学生英语口语训练的因素有很多。从Input和Output(输入和输出)理论的角度,分析影响口语发展障碍的成因,并从教、学双重角度考虑,提出相应的教学对策。

Experienced Language Learners' Perceptions of Task-based Language Teaching-A Case Study of Guangdong University of Foreign Studies in China

The aim of this dissertation was to investigate the attitudes and opinions from experienced language learners towards task-based language teaching(TBLT), a popular and widely adopted teaching approach, in the context of Guangdong University of Foreign Studies(GDUFS) in China and provide suggestion for making improvements in language teaching.

The Implications of Krashen’s Second Language Acquisition Theory on College English Teaching

Krashen's second language acquisition theory consists of language input theory,emotion filtering theory and languageoutput theory.In order to apply Krashen's second language acquisition theory to college English teaching,it is suggested to commence from the acquisition and learning theories to optimize the teaching environment and methods.On the basis of language input theory,emotional filtering theory and language output theory,English input quality could be improved,students'learning interests could be stimulated and English practical teaching could be accelerated respectively.

The Importance of Output in SLA and Its Pedagogical Implications

Input and output in second language acquisition are closely related. Input is the essential preparation for output, while output is the purpose of input, and in turn promotes input. They complement each other and help to improve students' linguistic competence. Comprehensible input and output are equally important in language learning. Therefore, it is unwise to ignore the roles of output in pedagogical situation.

小议Swain“输出假设”之Pushed Output及应用

外语教学中,如何解决输入与输出的不对称性对教师和学生一直都是难题。文章试图从Swain输出假设中强迫式输出(pushed output)理论着手来分析和处理这个问题,认为为了促进输出水平,不仅应优化教师的输出方式和内容,且应发挥教师支架作用提供多种强迫性输出机会,以最终提高学生的输出能力。

A CASE STUDY OF TEACHING INPUTS AND LEARNING OUTPUTS FOR SPOKEN ENGLISH WITHIN A COLLEGE CONTEXT IN CHINA

Definition of termsInputs can be defined as everything which students bring tothe classroom including their prior teaching and learningenvironment,attitude,enthusiasm,motivation,phonologyfrom their first language and varying degrees of confidence.When they arrive in college they are exposed to spoken Englishfrom a range of teachers who have a variety of spoken abilitiesand teaching techniques.

资源投入对全日制教育硕士培养结果的影响——基于教学实践能力培养的中介效应分析

基于“投入—产出”模型,通过问卷调查,构建结构方程模型,探究校内外资源投入对全日制教育硕士的教学实践能力培养及培养结果评价的影响机制。研究发现,校内资源对教育硕士的培养结果评价具有显著正向影响,而校外资源的影响则不显著,同时校内外资源均显著促进教育硕士的教学实践能力培养。进一步的中介效应分析表明,校内资源投入能够通过提升教育硕士的教学实践能力,进而对其结果评价产生显著影响。因此,建议教育硕士的培养过程应当优化校内资源配置,重视校外资源的整合与利用和教学实践能力的培养,建立综合评价体系。

跨校修读学分教学链探索

课程链包括课程间的课程链和课程内的课程链,课程内的课程链加上课前预习和课后复习构成了教学链,教学链加上学校管理和学校文化等环境构成了教育链。现有的教学链内容没有考虑课程各章和课程预习以及复习之间的间接关系。借鉴投入产出理论,建立了跨校修读学分教学链的投入产出模型,运用该模型对辽宁省跨校修读学分金课平台进行应用研究表明,跨校修读学分模式仍然为建课高校推动型,课程链教学链嵌入深度系数处于0.5左右,课前预习课后复习教学链嵌入深度系数处于0.4左右,课程链处于跨校修读学分教学链的主导位置,课前预习和课后复习促进了教学方法改革。用课教师和建课教师应该建立从跨校修读学分的“课程链共享”跨越到“教学链共享”的理念,共同录课,让录课回归“真实课堂”,贴近学生情感,提高教学效果。

“产出导向法”理论视角下的对外汉语写作教学模式之探索

本文以"产出导向法"理论为视角,从输入、输出和评价反馈三个方面构建对外汉语写作课教学的新模式。课堂上输出先于输入,学习者完成以语段为单位的输出后,教师提供输入,在选择性学习中让学生充分注意到输出与输入的差距。完整的教学至少包括两次个体输出,课堂为控制性语段写作,课后为完整篇章写作。课堂小组讨论涉及内容、结构、语言形式三方面。即时评价从多渠道对学生课堂输出给予反馈。延时评价时教师充分利用学生范例点评作文,必要时针对具体问题设计新的写作任务。本文设计了教学实验,对比实验证明:"产出导向法"指导下的新型写作教学模式优于传统教学模式。

多维互动式研究生双语教学新模式探究

研究生教育创新是多方面的,结合研究生培养计划和专业学科特点,将多维互动式教学融入到基础双语教学模式中,通过师生—媒介—环境的多维互动,实现专业知识、科研能力和双语能力的提升,达到用英语获取知识和用英语表达知识的双重教学目标。

大学英语教学与信息习得策略构建

英语教学实际上是一个语言信息习得策略构建和传递的过程 ,要使学生获取教师所传递的知识信息 ,就必须有一个有效的教学策略构建方法。本文所论述的信息习得策略构建大学英语教学法 ,就是要让学生学会搭建信息获取的平台 ,储存、输入大量的英语语言知识 。

大学英语听力教学的有效模式——综合式教学法

美国心理语言学家和教学法专家克拉申认为学习外语要集中解决两个问题:可理解的输入和排除心理障碍.听是一种重要的可理解性输入.大学英语听力教学也应该为学生提供优秀的可理解性输入.本文通过分析Bachman的交际语言概念,提出大学英语听力教学中存在的上述两个问题和解决方法:首先应该帮助学生克服焦虑感,其次是将输入与输出有效结合,提倡听说、听写并用的综合式教学法.

大学英语词汇学习过程中输入与输出的辩证关系分析

利用第二语言习得理论中的“输入假说”和“输出假说”分析了我国大学英语词汇学习过程中输入和输出之间的辩证关系。词汇学习是输入和输出相互影响的过程,输出对词汇学习更具有直接影响,更具有重要意义。通过输出,学生才有机会运用新的词汇,在运用中更正、完善自己的词汇,最终达到学习的目的。词汇教学活动的设计原则应以如何给学生创造机会输出新的词汇为基本出发点,词汇教学必须在语境中和交际中进行。

语言"输入——输出"理论对第二语言教学的启示

本文全面、客观地介绍了斯蒂芬·克拉申教授在二十世纪八十年代提出的语言"输入——输出"假说理论的主要内容及其形成基础。对我国第二语言教学中的"输入——输出"问题进行了分析,并提出了相关建议。[作者简介]孟建国(1961—),男,汉族,新疆艺术学院讲师,西安外国语学院2000级在职硕士研究生;朱建(1967-),男,汉族,新疆职业大学讲师,西安外国语学院2000级在职硕士研究生。