College English Writing Instruction for Non-English Majors in Mainland China: The “Output-Driven, Input-Enabled” Hypothesis Perspective

Abstract

College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the “output-driven, input-enabled” hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language forms and content essential for output tasks. This hypothesis meets language learners’ psychological needs, our social needs and current educational needs. In essence, theoretical considerations on carrying out writing instruction based on this hypothesis are discussed. To construct writing instruction, teachers may teach writing based on reading since reading could provide the learners with meaningful language input, which language learners could take advantage of to accomplish the writing tasks. Requirements for writing instructions in reading classes are then identified and illustrations on how to conduct writing are provided under this new hypothesis.