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“输出驱动—输入促成假设”指导下的大学英语写作实践教学模式研究.docx

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“输出驱动—输入促成假设”指导下的大学英语写作实践教学模式研究 Introduction Englishwritingisacorecomponentoftertiary-levellanguageeducationinmanycountriesandregions.Inordertodevelopstudents'writingskillsandenhancetheirlearningoutcomes,avarietyofteachingmethodsandstrategieshavebeenproposedandimplementedintheclassroom.Amongthese,theOutput-driven-Input-facilitatedHypothesis(OIH)hasemergedasapromisingapproachtopromotelanguagelearners'writingcompetence.ThispaperaimstoexplorethetheoreticalbasisandpracticalimplicationsoftheOIHinthecontextofcollege-levelEnglishwritinginstruction. Theoreticalframework TheOIHisrootedintheprinciplesofsecondlanguageacquisitionandcognitivepsychology.AccordingtotheOIH,languagelearningtakesplacethroughtheinteractionbetweenoutputandinput.Outputreferstothelanguageformsproducedbythelearner,whileinputreferstothelanguageformsreceivedbythelearner.Theinteractionbetweenoutputandinputisreciprocalanddynamic.Themoreoutputproducedbylearners,themoreinputtheyreceive,andthemoreinputreceived,themoreoutputproduced(Swain,1995).Inthissense,outputandinputarecomplementaryandinterdependent.TheOIHalsoemphasizesthefacilitativeroleoflinguisticinputinpromotinglanguagelearning.Linguisticinputcanfacilitatetheacquisitionoflinguisticformsandstructuresthroughfeedback,clarification,andmodification(Long,1996). Practicalimplications TheOIHhasimportantimplicationsforEnglishwritinginstructioninhighereducation.First,itsuggeststhatwritingshouldbetreatedasaproductiveskillthatinvolvesthegenerationofoutput.Therefore,learnersshouldbeencouragedtoproducewrittenoutputintheformofdrafts,essays,summaries,andothertypesofwritingtasks.Thesewritingtasksshouldbedesignedwithaclearpurpose,audience,andgenreinmindsothatstudentscandeveloptheirwritingskillsinameaningfulcontext. Second,theOIHhighlightstheimportanceofinputinpromotinglanguagelearning.Inthecaseofwriting,inputcancomeinvariousformssuchaswrittentexts,feedbackfrompeersandteachers,andmodelessays.Teacherscanprovidelearnerswithrelevantinputthatcanhelpthemimprovetheirwritingperfor