Product-Oriented Blended Speaking Instruction Design

Xuehui WU

Abstract


The reform of foreign language teaching with blended instruction has brought new opportunities and challenges for teachers to integrate speaking instruction into different English courses. Based on the Input Hypothesis Theory and the Output Hypothesis Theory in Second Language Acquisition, this paper explores the effective strategy to improve college students’ English-speaking proficiency by designing the product-oriented blended instruction. A tentative “Target-Input-Products” approach is put forward to guide both the teachers and learners in achieving learning outcomes. This strategy is conducive to personalized learning for students to improve their speaking competence under multi-modal learning environment and also helps to solve some problems caused by reduced credit hours in English teaching.

Keywords


Product-oriented; Input; Output; Blended speaking instruction; Design

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References


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DOI: http://dx.doi.org/10.3968/12686

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