An Investigation On Senior High School Students’ Application Of English Writing Strategies

English writing is an important part in English learning.Many senior high school students’ English writing level is not good enough because they cannot use English writing strategies well.But many studies show that scientifically use English writing strategies can effectively improve students’ English writing level and performance.This thesis takes the Output Hypothesis as the theoretical basis of the research.Through questionnaire and interview,the research studies the use of English writing strategies of senior high school students and tries to answer the following three questions:1.Which English writing strategies are commonly used and which strategies are not commonly used by senior high school students?2.What are the differences in the use of English writing strategies among senior high school students at different levels?3.What is the correlation between English writing strategies and writing level?The objects of this study are 200 senior high school students from Nanning ASEAN high school.The questionnaire was adopted and revised from the writing strategy questionnaire of foreign scholars Petric & Czarl.The results show that:1.Pre-writing strategies are the most used of English writing strategies and post-writing strategies are the least used writing strategies by senior high school students.The most commonly used writing strategies include: Analyzing the requirements strategy,avoidance strategy,revising strategy “revise the mistakes in the teachers’ corrected compositions and learn from them” and checking strategy “check the compositions according to the requirements of the titles”.The least commonly used writing strategies by senior high school students are: Planning strategy “make a timetable before writing”,dictionary strategy “use English-English dictionary to look up words”,checking strategy “put the written compositions for a few days and check them in a new perspective” and self-reward strategy.2.There are significant differences in the use of English writing strategies among students ofdifferent levels in three aspects: pre-writing,while-writing and post-writing.Compared with middle and low-level students,high-level students use English writing strategies more often.And the most commonly used English writing strategy of high-level students is while-writing strategy.Besides,students at three different levels have one thing in common: The least used English writing strategy is post-writing strategy.3.Thirdly,there is a positive correlation between the use of English writing strategies and the levels of English writing.Among the English writing strategies of pre-writing,while-writing and post-writing,the correlation between post-writing strategies and English writing level is the strongest.Combined with the results of research and the Output Hypothesis,the author puts forward some suggestions for teachers’ teaching and students’ learning.Teachers should teach more English writing strategies to students,carry out more training of writing strategies for students.Teachers can also facilitate students of different writing levels to cooperate in writing learning and guide them to learn more from students of high writing level.Teachers can appropriately increase the English writing training for students and explore more innovative and scientific methods of English writing teaching.Students should use more scientific and effective English writing strategies actively and learn from other students of higher writing level.Students should do more training of writing and pay more attention to the accumulation of knowledge.Finally,this thesis summarizes the results of research,points out the shortcomings of the study and puts forward the prospects for the future research.