College English Writing Instruction for Non-English Majors in Mainland China: The "Output-Driven, Input-Enabled" Hypothesis Perspective

Autor/in	Ren, Junhong
Titel	College English Writing Instruction for Non-English Majors in Mainland China: The "Output-Driven, Input-Enabled" Hypothesis Perspective
Quelle	In: English Language Teaching, 10 (2017) 7, S.150-157 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Writing Instruction; Nonmajors; English (Second Language); College Second Language Programs; Hypothesis Testing; Second Language Instruction; Teaching Methods; Linguistic Input; Teaching Models; Reading; Learning Experience; Sentence Structure; Course Organization; Educational Strategies; Educational Practices; China + Suchen Sie Ihr Suchwort? Ausland; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Hypothesenprüfung; Hypothesentest; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachbildung; Lehrmodell; Leseprozess; Lesen; Lernerfahrung; Satzbau; Satzstruktur; Course organisation; Kurskonzept; Lehrstrategie; Bildungspraxis
Abstract	College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the "output-driven, input-enabled" hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language forms and content essential for output tasks. This hypothesis meets language learners' psychological needs, our social needs and current educational needs. In essence, theoretical considerations on carrying out writing instruction based on this hypothesis are discussed. To construct writing instruction, teachers may teach writing based on reading since reading could provide the learners with meaningful language input, which language learners could take advantage of to accomplish the writing tasks. Requirements for writing instructions in reading classes are then identified and illustrations on how to conduct writing are provided under this new hypothesis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01