Exploring Construction of College English Writing Course from the Perspective of Output-Driven Hypothesis

Zhang Ying

English Language Teaching, 2018, vol. 11, issue 2, 188

Abstract: English writing is regarded as the most difficult task by Chinese EFL learners. Due to the existing problems in present college English writing instruction, teachers fail to provide effective guidance in students’ writing process and students report a low level of motivation and confidence in writing tasks. Through purposeful reading discussions driven by writing tasks, students are provided with sufficient opportunities to receive language input. Reading-to-writing activities, based on output-driven hypothesis, help students consolidate and internalize linguistic and stylistic knowledge acquired in reading. This study mainly focuses on integrated reading-to-writing mode applied in teaching college English writing based on output-driven hypothesis, aiming at helping teachers guide students to improve their language proficiency so as to enhance the efficiency of writing.

Date: 2018
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/73130/40123 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/73130 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:11:y:2018:i:2:p:188

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().