An Empirical Study of the Effects of Output and Model Composition Input on Second Language Writing



Currently, English teaching in China lays excess emphasis on language input but ignores the function of language output. This study aims to conduct an empirical study on the effects of output and model composition input on second language writing. Three problems are going to be explored: (a) The language features noticed by students in the process of model composition study; (b) The validity of the effects of output and model composition study on second language writing from the perspectives of influence, accuracy, and complexity; (c) differences in the noticing process and learning outcomes among different levels of learners. Statistics show that in reading the model composition vocabulary is the first thing that is noticed, not grammar, content, rhetoric or discourse structure. Output and model composition study play an important role in enhancing the accuracy of writing. The learning outcomes vary among different levels of language learners. It is discovered that the output-driven teaching model is conducive to the reform of the traditional teaching concept and model compositions by native speakers could be regarded as an effective way of teacher feedback in second language writing.


Output; Model composition input; Second language writing; Empirical study; Learning outcomes

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