DOI: https://doi.org/10.61957/joerai-20230202

Title: A Case Study of College English Teaching in Reading & Writing Based on “Output-Driven, Input-Enabled Hypothesis”

Author: Yuefang Zhu

Abstract

The “Output-Driven, Input-Enabled Hypothesis” emphasizes not only the driving force of output, but also values output as the goal of language learning. This paper aims to discuss the teaching experiment in College English Reading & Writing conducted by the researcher under the guidance of the “Output-Driven, Input-Enabled Hypothesis”. The purpose is to let the students be as active as possible in the class under the guidance and assistance of the teacher, along with the preparation of students themselves through enough and effective input before class, increasing students’ language output, stimulating students to take the initiative to conduct metalinguistic reflection and enhancing the effectiveness of input. The experiment results show that teaching of reading and writing under the guidance of “Output-Driven, Input-Enabled Hypothesis” is more effective and students’ writing skill is improving significantly.