Communicative Language Teaching in Primary School English Speaking: A Perspective from Input-Output Hypothesis and Educational Policy

In order to enhance the quality of English oral communication teaching and improve students' language application ability. Based on the reality of communicative language teaching, the article combines the theory of language input and output hypothesis to design a seven-step cyclic oral teaching model to be used in the oral teaching of English in elementary school. Taking elementary school English as the research carrier, two fifth-grade classes in Primary School D are chosen as the research objects, and the method of teaching comparison and experimental argumentation is adopted to quantitatively analyze and discuss the oral teaching cultivation in elementary school English classrooms. At the end of the teaching experiment, the data on the total scores (Sig.=0.002<0.01) of the oral proficiency test of the students of class 1 and class 2 showed an extremely significant difference at the 1% level. The total classroom engagement score for Class 1 students increased by 3.43 points overall, while Class 2 students' classroom engagement increased by only 0.12 points. In the case of oral English learning class 1, although only 5% significance appears in the dimension of affective attitude tendency, the scores of other dimensions are also higher than those of class 2 students. On the whole, combining the input-output hypothesis theory with the communicative teaching method can effectively promote the improvement of the level of oral English teaching in elementary school, which can significantly enhance the students' oral communication ability and stimulate the interest of primary school students in oral English learning.