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International Journal of New Developments in Engineering and Society, 2019, 3(2); doi: 10.25236/IJNDES.19212.

An Empirical Study of Intelligence Teaching in University English Based on the Output-Driven Hypothesis



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Yangtze Normal University, Chongqing 408100, China


Cultivating students' higher English application ability is a new requirement for university English teaching in the transition from local undergraduate colleges to applied technology universities. The output-driven theory-based teaching model of "integrating two wings into one" aims to form an output-driven, piecewise-focused teaching content system for university English, so as to improve students' English application ability. Based on the "output-driven hypothesis theory", this paper analyzes how foreign language teaching uses the theory of output-driven hypothesis to promote the reform of university English reading, which provides an important teaching reference value for university English reading classroom teaching.


Output-driven Hypothesis; University English; Intelligent Teaching

Cite This Paper

Li SHEN. An Empirical Study of Intelligence Teaching in University English Based on the Output-Driven Hypothesis. International Journal of New Developments in Engineering and Society (2019) Vol.3, Issue 2: 86-92. https://doi.org/10.25236/IJNDES.19212.


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