A Study On The Application Of Theme-based Model Of Content-based Instruction To English Narrative Writing Teaching In The Senior High School

Writing is one of the four basic skills.However,for a long time,writing has not received enough attention in English teaching.Although the traditional teaching method can improve students' writing performance to some extent,it neglects the content of writing and the rationality of the text structure.According to the College Entrance Examination on English Exam Description issued by National Education Examinations Authority in August 2015,the English writing test appeared a new form: continuation task,which is closely related to narrative writing.The study of narrative writing can bring enlightening significance to continuation task.In view of the shortcomings of traditional teaching methods,more and more scholars at home and abroad have paid attention to the theme model of Content-based Instruction in recent years.The theme model of Content-based Instruction is one of the modes of Content-based Instruction(Content-based Instruction,hereinafter referred to as CBI).With it,language teaching is based on a certain subject or topic.And it argues that language learning should focus on meaningfully teaching knowledge.It is an effective way of second language learning.It originates from Content-based Instruction,which enables students toacquire new knowledge through meaningful input while developing language skills.Since content-based instruction is generally applied to secondary vocational education and higher education,the author starts with high school students to study its impact on their English writing ability in high schools.Based on Krashen's Input hypothesis,Swain's Output hypothesis and Action event conceptual frame theory,this article will focus on the teaching design,implementation and analysis of English writing teaching with the theme model of Content-based Instruction,through qualitative research and quantitative research,using SPSS21.0 to analyze the data.It aims to study the influence of theme-based model of Content-based Instruction on high school students' English narrative writing.This paper mainly focuses on the following three questions:1.What influence does the theme-based model of Content-based Instruction have on the English narrative writing content of senior high school students?2.What influence does the theme-based model of Content-based Instruction have on the English narrative writing language of senior high school students?3.What influence does the theme-based model of Content-based Instruction have on the English narrative writing structure of senior high school students?In this study,102 students from class 10 and class 11 in Liuyang No.1 Middle school were taken as the research objects.Class 10 was the experimental class and the theme-based model of Content-based Instruction was adopted for teaching.Class 11 was the control class and the product approach was adopted for teaching.The researchers collected data through writing tests and then compared the test scores of the experimental class and the control class from three aspects of writing,including writing content,writing language and writing structure,and analyzed the data through SPSS 21.0 software.The results show that first,students in the experimental class have a greater improvement in writing content than those in the control class,with more substantial writing content and more appropriate distribution of details.Secondly,in terms of writing language,students in the experimental class are more accurate in using writing vocabulary collocation and more appropriate in using grammar and sentence patterns.Thirdly,in terms of writing structure and organization,the composition structure of students in the experimental class is more reasonable and cohesive devices are used properly.In a word,compared with the traditional traditional product approach,theme-based model of Content-based Instruction can improve students' narrative writing ability more effectively.This study proves that theme-based model of Content-basedInstruction is more effective than the traditional teaching method in improving students' narrative writing ability.However,because of the limitations of the author's own theoretical level and some other objective factors,such as the short experiment time and the limited number of students samples,the experiment inevitably has some limitations.Therefore,the follow-up study of the theme-based model of Content-based Instruction should continue.