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also “test and revise his hypotheses about the target language in order to reach production accuracy.”[3] Through the above analysis, it can be found that input is the premise of language learning. It not only provides raw material for the second stage, but also integrates the new knowledge into the learner’s language system. As for output, the learner practices what he has learned in order to reach accurate and fluent level of language use. Through these three-stage cycles, the learner’s language competence gets improved. Besides, input and output are associated with language competence and performance. “According to NoamChomsky, competence refers to a language user’s knowledge of the abstract rules underlying the language system. Performance is the action of putting one’s language knowledge into actual use, i.e. doing things with language. The distinction between competence and performance is‘one between a person knows and what he does.’”[4] “Input mainly supplies learners with grammatical and pragmatic rules, which cumulate to form their learner grammar (in its broad sense).”[5] It is especially significant for learners of a foreign language, however, “the ultimate goal of language development is proficient use of language for communication. And output plays a fundamental role in transforming our language competence into performance, combining them into a systematic whole.”[6] It has two main functions. One is to improve the level of performance to gain fluency; the other is to cause anther long-term effect─production accuracy. To sum up, from information-processing theory and language competence and performance, input and output are closely related. Both parties will not be ignored to achieve the language acquisition. 2.2 Problems in current China’s oral English teaching and reason analysis In the oral English teaching, especially in FLT for non-English majors in China, there are some serious problems which impede the development of the learner’s oral English proficiency. These problems are summarized as follows: (1) Most language learning occurs in large class context in which the average number of students are between 30 to 40. So there is little chance for each student to practice oral English. (2) It is popular that the classroom is mostly teacher-dominated. Teachers take most of the class time giving target language knowledge, leaving few chances for students to engage in communicative interaction. (3) Lots of teachers still adopt traditional teaching tactics, such as translation, pattern drills, which may be helpful, but not enough for cultivation of linguistic proficiency. (4) The learning strategies used by English learners are note-taking, recitation and written exercises, etc. “Although they are beneficial to the development of receptive skills, they do not directly involve learners in two-way communicative activities which are vital for fostering productive skills. (5) Most of the time the learners are exposed to written texts, and they learn an oral English through reading, not via natural interaction.”[7] So they cannot make themselves understood easily. The result that these problems contribute to is that after years of English learning, the learner can comprehend the written message quite well, yet their speaking proficiency is usually poor. An important reason for this is that output has been ignored, and students are given few chances to speak. 2.3 The effect of environment on output The language en