Application of "Output-driven, Input-enabled Hypothesis" in College English Oral Teaching Design

DOI

10.2991/iccessh-19.2019.116How to use a DOI?

Keywords

Output-driven; Input-enabled Hypothesis; college English; oral teaching design

Abstract

Listening and speaking ability is an important indicator to measure students' English application ability. However, for most students of non-English majors, English listening and speaking ability, especially oral expression ability, is still weak. The author attempts to apply Professor Wen Qiufang's teaching theory of "Output-driven, Input-enabled Hypothesis" to the teaching of college oral English. This paper demonstrates the design and teaching process of oral classroom teaching based on this theory, in order to achieve the teaching effect of language output to drive language input, and ultimately improve students' language output ability.

Copyright

© 2019, 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  - Ting Jiang
PY  - 2019/07
DA  - 2019/07
TI  - Application of "Output-driven, Input-enabled Hypothesis" in College English Oral Teaching Design
BT  - Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)
PB  - Atlantis Press
SP  - 519
EP  - 522
SN  - 2352-5398
UR  - https://doi.org/10.2991/iccessh-19.2019.116
DO  - 10.2991/iccessh-19.2019.116
ID  - Jiang2019/07
ER  -