Abstract
In current English language learning environment, most Chinese EFL (English as a foreign language) learner's English speaking ability has far fallen behind their writing ability. Many scholars tried to employ Output Hypothesis in college English language courses to improve the effects on students' language output. The paper reviews the development of Swain's Output Hypothesis since 1985. Varied empirical studies were made to prove or reinforce the effects of Output Hypothesis applied in the second language teaching and learning in college. Output-driven, input-enabled hypothesis was proposed for university English teaching and learning closely connected with Chinese learners. Some limitations are concluded in the paper.
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