The Impact of Recitation Approaches on the English Majors' Communication Proficiency

Abstract

English majors, despite years of language study, often demonstrate a significant disparity between their language proficiency and communication skills. To tackle this issue, this study, based on the Input Hypothesis and the Output Hypothesis, explores the correlation between recitation input and communication output among 60 bilingual English major students. Using questionnaires and interviews as the main research methods, the study focuses on their current communication abilities and recitation input practices, with the aim of providing practical recommendations for enhancing communication skills through effective recitation input. The study reveals a positive correlation between recitation input and communication output. Students recognize the beneficial impact of recitation on their communicative proficiency. However, several challenges persist, including students' lack of motivation for recitation input and limited opportunities for communication practice. Consequently, their communication skills remain suboptimal. In response to these challenges, the author suggests diversifying recitation methods, selecting suitable recitation materials, and closely integrating recitation input with communication output.