References
[1]. Wang Jianqin.(2009) Second language acquisition research [M]. Beijing. The Commercial Press.
[2]. Lu Renshun.(2002) "Output Hypothesis" Research on China's English Teaching Enlightenment [J]. Foreign Languages and Foreign Language Teaching, (04):34-37.
[3]. Wen Xiaohong.(2007) Teaching Input and Learner's Language Output [J]. World Chinese Teaching, (03):108-119+3-4.
[4]. Li Luliang.(2018) On Krashen's Second Language Acquisition Theory and Its Implications for College English Teaching [J]. Education Theory and Practice, 38(33):58-59.
[5]. Gu Weiqin. (2010) Input adjustment and interaction adjustment in foreign language classroom teaching [J]. Foreign language circle, (03):66-70.
[6]. Hong Rui.(2012) An Experimental Study on Output and Repetition in Second Language Acquisition [J]. Journal of Educational Sciences, (10):108-110.
[7]. Fu Peixuan, Wang Jianqin.(2017) Effects of Self-regulation on L2 Learners' Oral Fluency [J]. Chinese Teaching and Research, (03):11-19.
[8]. Li Hong.(2002) Cognitive Basis of the Comprehensible Output Hypothesis [J]. Foreign Languages and Foreign Language Teaching, (02):10-12+16.
[9]. Deng Lianjian,(2006) Yang Liexiang. Absorption Hypothesis in Second Language Acquisition [J]. Foreign Language Teaching, (03):46-50.
[10]. Gai Shuhua. (2019) Basic foreign language learning "language matching input hypothesis" [J]. Foreign language teaching and research, 51(04):596-607+641.
[11]. Wen Qiufang.(2008) Output-driven Hypothesis and English Professional Skills Curriculum Reform [J]. Foreign Languages, (02):2-9.
[12]. Wen Qiufang.(2013) The Application of Output-driven Hypothesis in College English Teaching; Reflections and Suggestions [J]. Foreign Languages, (06):14-22.
[13]. Wen Qiufang.(2015) Construction of "output-oriented approach" theoretical system [J]. Foreign Language Teaching and Research, 47(04):547-558+640.
[14]. Wang Lisong, Zhao Yifan.(2015) From the "input-driven-output-driven hypothesis" to see the new thinking of college English teaching reform [J]. China Journal of Education, (S1); 196-197
[15]. Shen Yunhua, Lawrence Jun Zhang,(2016) Pan Haiying. A Survey of Graduate Students' English Learning Needs Based on the Output-driven Hypothesis [J]. Foreign Languages, (05):44-51.
[16]. Jiang Suqin.(2010) Krashen's Second Language Acquisition Theory and Multimedia-assisted English Listening Teaching-An Empirical Study Based on College English Teaching Reform Model [J]. Journal of Foreign Languages, (03):140-143.
[17]. Nie Dan. (2011) An Analysis of Comprehensible Input in Interview-based Oral Chinese Test [J]. Chinese Learning, (02):75-82.
[18]. Li Lin, Zheng Yuqi. (2010) Application of Input and Output Hypothesis in the Development of Foreign Language Textbooks [J]. Journal of Southeast University (Philosophy and Social Sciences Edition), 12(S2):159-163.
[19]. Andy. (2019) Second language acquisition of Chinese possible modal verbs by native English speakers [D]. Jilin University.
[20]. Jiang Rong. (2009) Based on social and cultural theory of interaction and second language learners vocabulary acquisition effect research [D]. beijing language and culture university.
[21]. Tang Shuhua, Wen Bing. (2013) The balance and interaction of language input and output-the motivation and operability of the class-based model of college English classroom teaching [J]. Foreign language teaching theory and practice, (03):21-25+75+95.
[22]. Jin Honggang. (2017) The role of effective output in second language acquisition and teaching [J]. World Chinese Teaching, 31(04); 510-541
[23]. Sun Hui-li.(2007) Based on the COLT scale of foreign Chinese classroom observation quantitative tool research [D]. beijing language and culture university.
[24]. Zhang Luyao. (2020) Restatement and metalanguage feedback on the impact of college English writing comparative study [D]. Jilin University.
[25]. Wang Pingli, Augus Li. (2015) The utility of semantic negotiation and the formation of speech steps-a case study based on natural language interaction between native speakers and non-native speakers [J]. World Chinese Teaching, 29(03):377-392.
Cite this article
Ding,Z. (2023). Research on the Application of Language Input and Interaction Hypothesis in HSK Personalized Tutoring. Lecture Notes in Education Psychology and Public Media,2,408-423.
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References
[1]. Wang Jianqin.(2009) Second language acquisition research [M]. Beijing. The Commercial Press.
[2]. Lu Renshun.(2002) "Output Hypothesis" Research on China's English Teaching Enlightenment [J]. Foreign Languages and Foreign Language Teaching, (04):34-37.
[3]. Wen Xiaohong.(2007) Teaching Input and Learner's Language Output [J]. World Chinese Teaching, (03):108-119+3-4.
[4]. Li Luliang.(2018) On Krashen's Second Language Acquisition Theory and Its Implications for College English Teaching [J]. Education Theory and Practice, 38(33):58-59.
[5]. Gu Weiqin. (2010) Input adjustment and interaction adjustment in foreign language classroom teaching [J]. Foreign language circle, (03):66-70.
[6]. Hong Rui.(2012) An Experimental Study on Output and Repetition in Second Language Acquisition [J]. Journal of Educational Sciences, (10):108-110.
[7]. Fu Peixuan, Wang Jianqin.(2017) Effects of Self-regulation on L2 Learners' Oral Fluency [J]. Chinese Teaching and Research, (03):11-19.
[8]. Li Hong.(2002) Cognitive Basis of the Comprehensible Output Hypothesis [J]. Foreign Languages and Foreign Language Teaching, (02):10-12+16.
[9]. Deng Lianjian,(2006) Yang Liexiang. Absorption Hypothesis in Second Language Acquisition [J]. Foreign Language Teaching, (03):46-50.
[10]. Gai Shuhua. (2019) Basic foreign language learning "language matching input hypothesis" [J]. Foreign language teaching and research, 51(04):596-607+641.
[11]. Wen Qiufang.(2008) Output-driven Hypothesis and English Professional Skills Curriculum Reform [J]. Foreign Languages, (02):2-9.
[12]. Wen Qiufang.(2013) The Application of Output-driven Hypothesis in College English Teaching; Reflections and Suggestions [J]. Foreign Languages, (06):14-22.
[13]. Wen Qiufang.(2015) Construction of "output-oriented approach" theoretical system [J]. Foreign Language Teaching and Research, 47(04):547-558+640.
[14]. Wang Lisong, Zhao Yifan.(2015) From the "input-driven-output-driven hypothesis" to see the new thinking of college English teaching reform [J]. China Journal of Education, (S1); 196-197
[15]. Shen Yunhua, Lawrence Jun Zhang,(2016) Pan Haiying. A Survey of Graduate Students' English Learning Needs Based on the Output-driven Hypothesis [J]. Foreign Languages, (05):44-51.
[16]. Jiang Suqin.(2010) Krashen's Second Language Acquisition Theory and Multimedia-assisted English Listening Teaching-An Empirical Study Based on College English Teaching Reform Model [J]. Journal of Foreign Languages, (03):140-143.
[17]. Nie Dan. (2011) An Analysis of Comprehensible Input in Interview-based Oral Chinese Test [J]. Chinese Learning, (02):75-82.
[18]. Li Lin, Zheng Yuqi. (2010) Application of Input and Output Hypothesis in the Development of Foreign Language Textbooks [J]. Journal of Southeast University (Philosophy and Social Sciences Edition), 12(S2):159-163.
[19]. Andy. (2019) Second language acquisition of Chinese possible modal verbs by native English speakers [D]. Jilin University.
[20]. Jiang Rong. (2009) Based on social and cultural theory of interaction and second language learners vocabulary acquisition effect research [D]. beijing language and culture university.
[21]. Tang Shuhua, Wen Bing. (2013) The balance and interaction of language input and output-the motivation and operability of the class-based model of college English classroom teaching [J]. Foreign language teaching theory and practice, (03):21-25+75+95.
[22]. Jin Honggang. (2017) The role of effective output in second language acquisition and teaching [J]. World Chinese Teaching, 31(04); 510-541
[23]. Sun Hui-li.(2007) Based on the COLT scale of foreign Chinese classroom observation quantitative tool research [D]. beijing language and culture university.
[24]. Zhang Luyao. (2020) Restatement and metalanguage feedback on the impact of college English writing comparative study [D]. Jilin University.
[25]. Wang Pingli, Augus Li. (2015) The utility of semantic negotiation and the formation of speech steps-a case study based on natural language interaction between native speakers and non-native speakers [J]. World Chinese Teaching, 29(03):377-392.