Efl Writing Of Senior High School On The Basis Of School-based English Curriculum Resources

As one of four basic language skills, EFL writing plays an indispensible part in English teaching as well as English learning practice. The English Curriculum Standard for Senior High School (2003) has higher requirements to EFL writing. Thus, it designs a higher objective for EFL writing teaching. However, there still exist some problems that can’t be neglected in EFL writing teaching practice in senior high school in China. One of the biggest problems is that EFL writing teaching materials are quite deficient. Students don’t know what to write when they get down to writing because of insufficient input. As a result, students lack interest and autonomy in EFL writing.As a matter of fact, the English Curriculum Standard for Senior High School (2003) not merely lays emphasis on EFL writing but also puts forward the concept of curriculum resources. It stresses the point that students should be provided with plentiful curriculum resources except textbooks through various channels. There are different kinds of English curriculum resources. It is impossible for teachers to develop and utilize all of English curriculum resources. This thesis in particular refers to curriculum resources in material form. And also, in the new round curriculum reform, the development of curriculum resources and the development of school-based curriculum are both important aspects that can’t be neglected. The development of school-based curriculum resources is just the intersection of the two major problems, and school-based curriculum is expanded to the field of curriculum resources through the development of school-based curriculum resources. The English textbook is not enough for EFL writing. The quality and quantity of students’input can be guaranteed through school-based English curriculum resources, which can fully embody the features of local conditions and are closely related to learner’s life. Many scholars at home and abroad have done valuable research on it and some related works have come out. However, the development of school-based curriculum resources is a relatively new thing in China and there are lots of issues to be studied. And so far, outcomes which combine school-based curriculum resource development with EFL writing of senior high school have seldom seen.Based on the analysis above, this thesis gives a brief account of the integration of EFL writing and school-based English curriculum resources, aiming at seeking out a more effective EFL writing teaching approach. According to literature review, the great theories such as Krashen’s input hypothesis and Swain’s output hypothesis, as well as the author’s own teaching experience, she carried out a full term teaching experiment on a small scale. It is hypothesized in the thesis that if school-based English curriculum resources are involved in EFL writing, it can be used as an effective means to enhance students’EFL writing interest, strengthen their awareness of curriculum resources, promote their EFL writing autonomy and improve their EFL writing competence. The subject sample consists of92English learners from2natural classes of Senior Two in No.2Senior High School in Luanxian County. There are47students in the controlled group and45students in the experimental group. The traditional EFL writing teaching method is conducted in the controlled group while the EFL writing teaching method on the basis of school-based English curriculum resources is employed in the experimental group. Both of the groups are taught by the author herself. In the experiment, the author creates an English environment for English writing by using and developing school-based English curriculum resources. Meanwhile, the research instruments, including questionnaires, an interview and tests are employed. The data were analyzed and processed through the professional statistics software SPSS, comparing traditional EFL writing teaching and EFL writing teaching based on school-based English curriculum resources. The results indicate that EFL writing teaching on the basis of school based English curriculum resources is more effective in enhancing learners’ writing interest and autonomy, strengthening their awareness of curriculum resources and improving their writing competence.