Abstract: There are two most important theories in second language acquire theories，namely Input hypothesis theory and Output hypothesis theory. Input hypothesis holds that the only condition for language acquisition is the sufficient amount of comprehensible input while Output hypothesis theory denies this view. Output hypothesis considers both comprehensible input and output are the essential conditions. The thesis starting with the opportunities and condition of the Input hypothesis and the functions of the Output hypothesis, states the main problems existing in the spoken English teaching in middle school. The main problems are lack of necessary language learning environment and effective evaluation of spoken English, students’ psychological barriers in speaking English and the teacher-centered teaching method. The author also designs a teaching model that is suitable for the spoken English class based on the above two hypotheses .The innovation of this teaching model is the 4/3/2 activity which is dominated by students, and it’s useful for the solutions to these problems.

  Key words: spoken English teaching；activity design; Input hypothesis；Output hypothesis

CONTENTS

Abstract

摘要

1. Introduction-1

2. Input and Output Hypothesis-1

2.1The Opportunities of Input-2

2.2 The Functions of Output-3

2.2.1 The Noticing/Triggering Function-4

2.2.2The Hypothesis-testing Function`-4

2.2.3The Metalinguistic (Reflective) Function-4

3. Present Situation of Spoken English Teaching in Middle Schools-5

3.1Problems in Present Spoken English Teaching-5

3.2Causes of the Problems-5

4. A Spoken English Teaching Design-7

4.1Spoken English Teaching Model-7

4.2 A Sample Lesson Applying the Model-8

4.3Analysis of the Sample Lesson-9

5. Conclusion-11

Bibliography.

Acknowledgements