A Review of Output Hypothesis in College English Teaching and Learning
- https://doi.org/10.2991/csic-15.2015.83How to use a DOI?
- Output hypothesis, Second language acquisition, College English, Language teaching
In current English language learning environment, most Chinese EFL (English as a foreign language) learner’s English speaking ability has far fallen behind their writing ability. Many scholars tried to employ Output Hypothesis in college English language courses to improve the effects on students’ language output. The paper reviews the development of Swain’s Output Hypothesis since 1985. Varied empirical studies were made to prove or reinforce the effects of Output Hypothesis applied in the second language teaching and learning in college. “Output-driven, input-enabled” hypothesis was proposed for university English teaching and learning closely connected with Chinese learners. Some limitations are concluded in the paper.
- © 2015, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Zhenxiao Li AU - Zhihong Lu PY - 2015/07 DA - 2015/07 TI - A Review of Output Hypothesis in College English Teaching and Learning BT - Proceedings of the 2015 International Conference on Computer Science and Intelligent Communication PB - Atlantis Press SP - 346 EP - 349 SN - 2352-538X UR - https://doi.org/10.2991/csic-15.2015.83 DO - https://doi.org/10.2991/csic-15.2015.83 ID - Li2015/07 ER -