The Application of Input-output Hypothesis in English Listening Teaching
- 1 School of Language and Culture,Tianjin University of Technology, 391 Binshui Xidao,Xiqing District,Tianjin 300384,P.R.China
- 2 Faculty of Languages and Translation, Macao Polytechnic University, R. de Luís Gonzaga Gomes, Macao, China
- 3 Chaplin School of Hospitality, Florida International University, Florida, United States of America
* Author to whom correspondence should be addressed.
Abstract
Listening is the foundation of English learning. Listening teaching is also an important part of English teaching classroom, a proper listening teaching method is considered to play an important role in advancing in listening apprehension. The listening teaching strategies in Chinese schools are still inadequate, lack of interesting and efficient, which makes students less productive. To achieve good teaching effect, we found that language input is essential, but the purpose of learning a language is to output, and sufficient input is beneficial to output, which is only possible when language input is greater than language output. Through the analysis of English teaching research in China and abroad, and based on Krashen's input hypothesis, Swain's output hypothesis, the current situation and problems of listening application teaching in Chinese schools, we suggest that teachers should combine listening training with other language skills to make output and input activities complement and promote each other.
Keywords
Krashen Input Hypothesis, Swain Output Hypothesis, Teaching of Listening
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Cite this article
Li,Y.;Li,W.;Sun,S. (2023). The Application of Input-output Hypothesis in English Listening Teaching. Lecture Notes in Education Psychology and Public Media,6,222-228.
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