The Application of TED Talks in the Integrated English Course Based on Output-driven Input-enabled Hypothesis

DOI

10.2991/emle-18.2018.200How to use a DOI?

Keywords

Output-driven Input-enabled hypothesis; TED Talks; Integrated English Course

Abstract

The Output-driven Input-Enabled hypothesis emphasizes that in the process of teaching, the development of students’ English output ability should be given great concern, that is, the ability of speaking and writing in English. TED talks are beneficial supportive resources which are characterized by variety of topics, novelty and originality. This paper provides some constructive suggestions to enhance effective applicability of TED talks resources based on the Output-Driven Input-Enabled hypothesis in the Integrated English Course for English majors. Learning groups are reasonably divided in the classroom teaching and relevant TED Talks are given to students as input content, self-display platforms are built for students as well. It is beneficial for improving the teaching effect of Integrated English Course and enhancing the students’ English output ability.

Copyright

© 2018, 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/).

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TY  - CONF
AU  - Cheng Xin
PY  - 2018/12
DA  - 2018/12
TI  - The Application of TED Talks in the Integrated English Course Based on Output-driven Input-enabled Hypothesis
BT  - Proceedings of the 4th International Conference on Economics, Management, Law and Education (EMLE 2018)
PB  - Atlantis Press
SP  - 1009
EP  - 1012
SN  - 2352-5428
UR  - https://doi.org/10.2991/emle-18.2018.200
DO  - 10.2991/emle-18.2018.200
ID  - Xin2018/12
ER  -