Widdowson (1999) defines grammar as general term for a system of rules forlexical changes and rules for word formation and sentence formation. “If the aim oflanguage education is to instruct learners to use language correctly and meaningfully,then grammar should be regarded as a rational dynamical system rather than anarbitrary rule in a static system, ” says Hu Zhuanglin (2000). Because Chinese and foreign scholars have different ways of thinking, Domestic educators have our owndefinition of grammar. In the article What is Grammar, translated from Dan IsaacSlobin’s Psycholinguistics. Lu Bingfu (1985) defines grammar from the perspectiveof linguistics and psycholinguistics: “Grammar is just a collection of strategies usedto understand and produce sentences”. Xu Guozhang(1986) says in his article“Analyzing Grammar”, “Grammar is the rule that restricts the relationship betweenwords in a sentence”, “the sum total of these restrictive rules in the language”, “makeswords form sentences accepted by language communities under the restriction ofrules”, and “is the fundamental condition for phrases to form sentences and forsentences to express meaning”.
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2.2 Research on Output-driven Hypothesis
Professor Wen Qiufang has introduced the hypothesis of “output-driven inputfacilitation”, which attempts to construct a foreign language classroom teachingtheory in China (Wen Qiufang 2014). According to this hypothesis, English output isviewed as goal and motivation of language acquisition, while using input is a methodof completing the task of current output, it is not simply about buildingcomprehension, increasing receptive vocabulary, or laying the groundwork for futureoutput. Therefore, to obtain the necessary assistance, students need to prepare inputmaterials by completing the output tasks assigned by the teacher. Goal or task driveninput can hugely enhance the efficiency and quality (Zhang Hang 2017). Therefore,the theory challenges the traditional teaching procedure and idea of “input first, thenoutput”, that is, promoting “positive input” through “necessary output”, and finallyrealizing the improvement of application ability.
2.2.1 Research on Output-driven HypothesisAbroad
After Krashen(1980) comes up with the “language input hypothesis”. Swain does a long-term teaching research, then he finds that many comprehensible inputs doesn’teffectively assist output of corresponding accurate language. So, this paper doubtswhether comprehensible input of raising by Krashen is an important factor tofacilitate and assist second language acquisition. The output hypothesis experimentmethod was first proposed by Swain in 1985. The output-driven hypothesis is widelyused in their experiments. Hammer (1988) pioneers the “balance movement method”.He stresses teachers play a leading role in the language teaching process. So teachersmust pay attention to input, absorption and output in three areas, one cannot bemissing. In addition, the acquisition level of the target language is affected by theprocessing mode of input and output. Long (2000) believes that intelligibility inputcan be improved by mutual dialogue and further debugging and modifying thedialogue. So, Long creates the interaction hypothesis. Swain (2005) raises the“comprehensible output hypothesis”, the theory stresses the language output ofsecond language learners helps them to use the language fluently and accurately.
Figure 1 Questionnaire: Pretest
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Chapter Three Theoretical Basis............................22
3.1 Input Theory..............................22
3.2 Language Output Hypothesis...........................25
Chapter Four
