Abstract:

Output and input of knowledge about a language is equally important for language learning, which has been realized by language teachers for years. However, input of knowledge about a language still takes much more time than output of the language in language teaching. The present study focuses on learner output of English outside classroom, with a purpose of investigating the effectiveness of output-based teaching model for students' English oral competence. Different from the traditional oral class, the output-based teaching model characterizes language output in the following ways: 1) integration of input in classroom and output outside classroom; 2) input in classroom is realized by the learner＇s group work outside classroom; 3) output activities are finished on a basis of group work outside classroom in a way that learners work as tourist guides in Beijing, a teaching model rarely practiced in non-English major graduate students. Statistical analyses were made out of data from a questionnaire, finished by 100 postgraduates of non-English majors in Beijing University of Technology. Results of data analysis demonstrate that the output-based teaching model is effective in the development of language fluency, with comparative weakness in depth of communication and accuracy of language. The result also shows that the output-based teaching model develops learner’s confidence and interest in learning English through the experience of talking with foreigners, which is the first time for most non-English major graduate students in Beijing University of Technology. Based on the results of the study, this paper ends with suggestions that more output activities outside classroom should be organized to increase learners’ oral competence.

Keywords:

Output-based, input, English Teaching Model.