The Input, Output and Interaction Theory in Chinese English Classroom Teaching

DOI

10.2991/978-2-494069-97-8_68How to use a DOI?

Keywords

Input hypothesis; Output hypothesis; Interaction hypothesis; English classroom teaching

Abstract

In developed societies today, people gradually realize the importance of learning English, but how to master the language flexibly still needs to be explored. This paper argues that there are many problems with English teaching in China and traditional teaching methods are still adopted. Therefore, based on the input, output and interaction theories of second language acquisition, this paper analyzes the contents of these three theories and puts forward some suggestions for improving English teaching methods in China. In view of these three theories, this paper will put forward improvement measures from three aspects of teaching materials, teachers’ responsibilities and the teaching environment, so as to improve the teaching effect of English learning.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Qianya Nie
PY  - 2023
DA  - 2023/02/13
TI  - The Input, Output and Interaction Theory in Chinese English Classroom Teaching
BT  - Proceedings of the 2022 4th International Conference on Literature, Art and Human Development (ICLAHD 2022)
PB  - Atlantis Press
SP  - 537
EP  - 544
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-97-8_68
DO  - 10.2991/978-2-494069-97-8_68
ID  - Nie2023
ER  -