A Review of Output Hypothesis in College English Teaching and Learning

DOI

10.2991/csic-15.2015.83How to use a DOI?

Keywords

Output hypothesis, Second language acquisition, College English, Language teaching

Abstract

In current English language learning environment, most Chinese EFL (English as a foreign language) learner’s English speaking ability has far fallen behind their writing ability. Many scholars tried to employ Output Hypothesis in college English language courses to improve the effects on students’ language output. The paper reviews the development of Swain’s Output Hypothesis since 1985. Varied empirical studies were made to prove or reinforce the effects of Output Hypothesis applied in the second language teaching and learning in college. “Output-driven, input-enabled” hypothesis was proposed for university English teaching and learning closely connected with Chinese learners. Some limitations are concluded in the paper.

Copyright

© 2015, 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  - Zhenxiao Li
AU  - Zhihong Lu
PY  - 2015/07
DA  - 2015/07
TI  - A Review of Output Hypothesis in College English Teaching and Learning
BT  - Proceedings of the 2015 International Conference on Computer Science and Intelligent Communication
PB  - Atlantis Press
SP  - 346
EP  - 349
SN  - 2352-538X
UR  - https://doi.org/10.2991/csic-15.2015.83
DO  - 10.2991/csic-15.2015.83
ID  - Li2015/07
ER  -