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Carrying Forward and Opening up the Future: the Input-Output Hypothesis and English Teaching in China

Wen Zhang


In the 1980s, Krashen proposed “the Input Hypothesis”. In 1985, Swain proposed “the Comprehensible Output Hypothesis”.
Being introduced to China, the two hypotheses are often combined to guide teaching practice. The research on the application of InputOutput Hypothesis to English teaching in China is mainly based on English teaching in colleges and universities, and there is a certain
separation between theory and practice. Wen Qiufang put forward the “Production-Oriented Approach” in order to realize the combination
of Input-Output Hypothesis and the actual condition of English teaching in China. With the reform of the National College Entrance
Examination, the English writing test has included the continuation writing, which is conducive to the reverse promotion of the change of
high school English teaching concepts and the innovation of teaching practice.


Input Hypothesis; Output Hypothesis; English teaching in China

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Included Database


[1] Chen Fenglan. Teaching English listening and speaking in colleges and universities based on input-output hypothesis[J].Education


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[3] Swain M. The Output Hypothesis: Just Speaking and Writing Aren’t Enough[J]. Canadian Modern Language Review,1993,50(1).

[4] Wang Chuming.Continuation” is the natural glue of language interfaces. Modern Foreign Languages,2023,46(02):237-244.

[5] Wang Renqiang, Wang Chuming. Writing brilliance “continuation”——Interview with Professor Wang Chu Ming[J].Foreign Language and


[6] Wen Qiufang. The Chinese characteristics of POA. Modern Foreign Languages,2017,40(03):348-358 438.

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China,2020,3(02):4-11 90.

DOI: http://dx.doi.org/10.18686/modern-management-forum.v7i10.10676