以输入输出假说为理论指导的写作教学

Teaching writing in the frame of Input-output Hypothesis

摘要

当今,诸多大学英语教学将重心放在对学习者输入能力(听和读)的培养,亦或是注重职场翻译技能的训练,但在英语写作能力方面的培养较为薄弱,很多学习者的英语写作水平也较其他技能相对滞后。这是因为多年来,大学英语写作课程设置及教学模式只是偏重强调学生对被动语言输入的学习,很少突出强调语言输出能力和活动的重要性,因此语言输入与输出的互动不平衡就导致了学生写作能力的不足。本论文尝试研究以输入输出假说为理论来指导英语写作教学，在教学中从语言输入和语言输出两个环节入手,探索既注重语言的阅读输入,又注重语言的输出驱动,使两者有效达到互动平衡的新写作教学模式。实验结果表明，基于“输入与输出平衡”的这种教授写作的方法比传统的教授写作的方法有着更好的教学效果。

关键词：输入假说；输出假说；英语写作教学 

Abstract

Nowadays, many English teachings in colleges put emphasis on the training of learners’ input ability, especially listening and reading, or they stress the training of translation skills for business. However, the English teaching pays too little attention to the cultivation of English writing ability. A number of English learners are worse at English writing than at the other abilities. This is due to the fact that for many years, the designing of the English writing courses and teaching modes only lay particular stress on passive language input, while laying little stress on the importance of language output. Therefore, the imbalance between the language input and output results in students’ deficiency in writing. This paper tries to start with language Input-output Hypothesis in teaching to search a new writing teaching mode, which pays close attention to both input and output. The new mode aims at achieving a balance and interaction between the two processes. Final results of research illustrates that teaching writing in the frame of Input-output Hypothesis has better teaching effects than the traditional teaching method.

Key words: Input Hypothesis; Output Hypothesis; English writing teaching