The Input-Output Model to Develop Chinese Students’ Critical Thinking in English Major Writing Course

Yuan LIU


This paper tries to analyze the problem from the perspectives of Krashen’s input theory and Swain’s output theory so that on the basis of which, the i-o teaching model could be proposed in English major writing course in China. Furthermore, an experiment is conducted to assess the i-o teaching model and concludes that it is conducive to reinforcing students’ capability of critical thinking and mitigating the current status of English teaching, in which language skills have been attached vital significance yet thinking ability has been overlooked.


Critical thinking; Input-output model; English writing; English major

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