List of Tables
Chapter 1 Introduction
1.1 Background of the Research
1.2 Purposes and Significance of the Research
1.2.1 Purpose of the Research
1.2.2 Significance of the Research
1.3 Research Methods
1.3.1 The literature analysis
1.3.2 The questionnaire survey
1.3.3 Observation
1.3.4 Interview method
1.3.5 The tests
1.4 Structure of the thesis
Chapter 2 Literature Interview
2.1 Theoretical Basis
2.1.1 Definition of Output
2.1.2 Krashen's Input Hypothesis
2.1.3 Swain’s Intelligibility Hypothesis
2.1.4 Wen Qiufang’s Output Hypothesis
2.2 The Studies of Strategies of Oral English Teaching abroad and at home
2.2.1 The Studies of Strategies of Oral English Teaching abroad
2.2.2 The Studies of Strategies of Oral English Teaching at home
2.3 Strategies Design of Experimental Teaching based on Out Theory
2.3.1 Pre-class：Strategies in Preparation for Strengthening the Input of Information to Promote the output activities
2.3.2 In-class：Promoting Verbal Output to Stimulate Students’ Input
2.3.3 After-class output：Actively Mobilizing Students' Psychological Factors to Promote Quality and Quantity of Oral English Output
Chapter 3 Research Design
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Questionnaire
3.3.2 Interview
3.3.3 Classroom Observation
3.3.4 Test
3.4 Research Procedure
3.4.1 Materials Input before Class
3.4.2 Out-put Activities in Class
3.4.3 Media Using After Class
3.5 Data Collection
Chapter 4 Results Analysis and Discussion
4.1 The Results of the Questionnaire
4.1.1 The Analysis of the Questionnaire
4.1.2 Summary and Discussion of Data Analysis of the Questionnaire
4.2 The Results of the Observation
4.2.1 The Analysis of the Observation
4.2.2 The Summary and Discussion of the Observation
4.3 The Results of the Interview
4.3.1 The Analysis of the Interview
4.3.2 The Summary and Discussion of the Interview
4.4 Results of Test for Oral English
4.4.1 The Pre-test
4.4.2 The Post-test
4.4.3 The Summary and Discussion of the Tests
Chapter 5 Conclusion
5.1 Majoring Findings
5.1.1 The students in the experimental class feel more satisfied with the teaching mode and become more interested and confident
5.1.2 The new teaching mode helps to increase students ’ effective speaking strategies and abilities of revise repeatedly in organizing their speaking materials
5.2 Implication of the Research
5.3 Limitations and Suggestions for Future Research
5.3.1 Limitations
5.3.2 Suggestions for Future Research
参考文献
Appendix Ⅰ Questionnaire before the experiment
Appendix Ⅱ Questionnaire after the experiment
Appendix Ⅲ Records of observation
Appendix Ⅳ The Questions of the Interview
Appendix Ⅴ Oral English test before and after the Experiment
Publication during the Postgraduate Programme
致谢
声明
