A study on the teaching model of English majors in Chinese universities based on the output-driven hypothesis
基于产出导向法的高校英语专业教学模式探讨

摘要

高校英语专业教学长期以来受到传统教学模式的影响，教学过程中存在课堂输入多、学生实际语言输出少、课堂互动不足等问题，导致学生在语言综合应用能力、跨文化交际能力等方面的提升有限。产出导向法（Output-driven, Input-enabled Hypothesis, 简称 POA）作为近年来广受关注的一种新型教学模式，强调以产出任务为导向，结合适当的输入和有效的推理机制，促进学生的语言能力提升和知识迁移。本文基于产出导向法的核心理论，分析其在高校英语专业教学中的应用价值，并探讨其在课堂教学、任务驱动、评价体系等方面的实施策略。同时，文章分析了产出导向法在实践中面临的挑战，并提出优化建议，最后结合信息技术发展和教学改革趋势，展望产出导向法在高校英语专业教学中的未来发展方向，以期为我国英语专业教学模式创新提供理论支持和实践参考。

Abstract

The teaching of English majors in Chinese universities has long been influenced by traditional pedagogical models, which often emphasize excessive classroom input while neglecting students' actual language output and classroom interaction. As a result, students' comprehensive language application abilities and intercultural communication skills are not effectively developed. The Output-Driven, Input-Enabled Hypothesis (POA), a widely discussed teaching approach in recent years, advocates for output-oriented tasks supported by appropriate input and effective reasoning mechanisms, aiming to enhance students' language proficiency and knowledge transfer. Based on the theoretical foundation of POA, this paper analyzes its practical value in English major education and explores its implementation strategies in classroom instruction, task design, and assessment systems. The paper also examines challenges faced during the application of POA and proposes corresponding optimization suggestions. Finally, in light of technological advancements and ongoing educational reforms, it envisions the future development of POA in university-level English education, with the aim of contributing theoretical and practical insights to the innovation of English teaching models in China.