A Study Of English Writing Teaching In Senior High Schools In Luoyang

The improvement of writing ability is inseparable from the process of absorption,internalization and output of language knowledge.Writing teaching is a process of cultivating students' ability to absorb,internalize and integrate language information.It is a very important way to develop students' understanding of language rules and improve their key competencies of English.This study attempts to take Krashen's input hypothesis,Long's interaction hypothesis and Swain's output hypothesis as the theoretical basis and take 200 English teachers and 425 students in eight senior high schools in Luoyang as objects of the study to learn about the status quo of English writing teaching in senior high schools in Luoyang.This study investigated from four aspects: English teachers' attitude to writing teaching,the writing teaching in daily English classes,the organization of writing classes and the composition review.And the surveys were conducted through questionnaires,interviews and classroom observations.After that,the author analyzed the data obtained from the survey using IBM SPSS Statistics 23.0.It is found that 93.7% of the English teachers attach great importance to cultivating students' English writing skills,but only 54.2% of them often combine daily classes with writing teaching.They focus on the language input and the writing results but lack of guidance for the writing process of students,failing to teach English writing throughout the process of language input,interaction,and output.This imbalance leads to the lack of students' writing ability.Based on the results of the analysis and input hypothesis,interaction hypothesis and output hypothesis,this study draws the following pedagogical implications: 1.While paying attention to the quality of language input,teachers should also pay attention to the negotiation of the meaning of language input,and actively create the environment and opportunities for language output for students.2.Teachers should study the latest English curriculum standards and teaching materials in depth,and use the writing part in the textbooks wisely.In daily English classes,teachers should design teaching activities related to the development of writing skills.Teachers should also provide English writing classes based on the actual level of students,explain the writing knowledge to students,and guide them to appropriate writing training.3.In the correction of students' compositions,in addition to vocabulary and grammar,teachers should pay attention to the content and text structure of the compositions,and let the students participate in the error correction.