【正文】 access to large amounts of data such as the teaching situation, the characteristics of spoken English in junior middle schools, domestic and foreign scholars on input and output theory introduction and supplement.And then collected the related documents such as some of the core journals published papers, written by foreign writers and original books. For this paper, here are more than 8 foreign literature and dozens of domestic data.Then integrated useful literature together among many literature s, and sorting out the pertinent literature so many of my data, it’s necessary to screened out the most important and slightly less important documents.Finally, do analysis and research of their thesis, found the insufficient place, put forward my own consulting and analyzing a large number of input and output theory, this paper will discuss their deficiencies, and put forward new problems to be solved.IV .Work Plan (including time table)(1) Oct. 10 Nov. 25, 2015: collecting materials and choose a research topic。(2) Nov. 26, 2015 Jan. 4, 2016: writing literature review, translating an article related to the thesis from English into Chinese and writing research proposal。(3) , 2014 Feb 29, 2016: writing a first draft。(4) , 2016: revising the first draft and writing the second draft。(5) , 2016: revising the second draft and writing the third draft。(6) May 1, May 10, 2016: blind review and improvement of the thesis。(7) May 1431, 2016: thesis defense.V. References[1] Block, Social Turn in Second Language Acquisition [M]. Beijing: World Book Inc Beijing Company,2012:2630.[2] Canale M, Swain M. Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing [J]. Applied Linguistics, 1980(1):147.[3] Ellis R. The study of second language acquisition [J]. Study of Second Language Acquisition, 1994, 10(1):5967.[4] Krashen S. Comprehensible output? [J]. System, 1998, 26(2):175182.[5] Swain, output hypothesis and beyond:Mediating acquisition through collaborative Dialogue [D]. The Ontario Institute for Studies in Education of The University of Toronto,2000:97114.[6] Swain, functions of output in second language amp。(eds.),Principles and Practice in Applied Linguistics:Studies in Honour of . Widdowson. [M]. Oxford University Press:125144.[7] Swain M. Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language Learning [J]. Applied Linguistics, 1995, 16(3):371391.[8] Wong, Enhancement:From Theory and Research to the Classroom [M]. Beijing: World Book Inc Beijing Company,2007:89.[8] [J]. 考試周刊, 2013(45):7577.[9]李建魁， [J]. 寶雞文理學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版),2009,29(2):8891.[10]棘靜華. 新課程標(biāo)準(zhǔn)下的初中英語口語教學(xué) [J]. 課程教育研究：外語學(xué)法教法研究, 2013(3):3031.[11]李中芳. “輸入假設(shè)”與“輸出假設(shè)”理論對(duì)外語教學(xué)的啟示 [J]. 聊城大學(xué)學(xué)報(bào)：社會(huì)科學(xué)版, 2010(2):401402.[12]劉玉屏, [M]. 北京：中央民族大學(xué)出版社,2011:229232.[13]：一種新的教學(xué)嘗試 [J]. 北京第二外國語學(xué)院學(xué)報(bào)2010,182(6):7278. [14] Hypothesis:Its History and Its Future [A]. 外語教學(xué)與研究(外國語文雙月 刊) ,2008,40(1):4550.[15]：思考與建議 [J] .外語界,2013,6:1419.[16]—從輸入理論到輸出理論 [J]. 語文學(xué)刊, 2006(12):143146.[17]鄭銀芳. 對(duì)“克拉申輸入假說”的質(zhì)疑 [J]. 南華大學(xué)學(xué)報(bào)：社會(huì)科學(xué)版, 2002(04):6971.[18] [J]. 學(xué)周刊,2012,28:100.指導(dǎo)教師審核意見（針對(duì)本選題作具體評(píng)價(jià)）論文選題符合專業(yè)培養(yǎng)方向，具有較好的崗位貼近度和訓(xùn)練實(shí)效性。論文針對(duì)輸出假設(shè)理論在初中英語口語教學(xué)中的應(yīng)用展開研究，基本能夠做到發(fā)現(xiàn)問題、分析問題、解決問題；論文結(jié)構(gòu)基本清晰，理論部分闡述基本準(zhǔn)確，語言表述基本準(zhǔn)確，格式規(guī)范，創(chuàng)新性還顯不足。同意其開題。指導(dǎo)教師（簽名）：___________________2016年1月4日學(xué)院畢業(yè)論文（設(shè)計(jì)）工作領(lǐng)導(dǎo)小組審核意見 負(fù)責(zé)人（簽章）： 2016年1月5日