A Study Of The Application Of Frame Theory In The Pre-writing Stage Of Junior High School English Writing

The general goal of English Curriculum in Compulsory Education(2021)is that students’ comprehensive language application ability should be initially formed through English learning,The formation of comprehensive language application ability is based on the coordinated and overall development of language skills,language knowledge,emotional attitude,learning strategies and cultural awareness.Although people pay more attention to cultural awareness currently,language skills are always the foundation and the core.Writing is an important English language skill,which can best embody the ability of using language.However,English writing has been always a weak part in junior high school students’ English learning.There are some problems in terms of their writing,such as poor content,weak structure,lack of interest and,confidence.And there is a phenomenon of only focusing on the product in writing teaching.Therefore,based on the frame theory and input hypothesis,this study attempts to conduct a research on the pre-writing teaching in junior high school,and explore the effectiveness of the frame writing teaching method to improve students’ writing ability,writing self-efficacy and writing interest.This study takes 84 students in two parallel classes in a junior high school in Qingdao as participants,and carries out a twelve-week writing teaching experiment.In the pre-writing stage,the experimental class adopted the frame writing teaching method,while the control class adopted the traditional method of reciting model essays.This study used a combination of quantitative and qualitative methods and the data were collected through tests,questionnaires and interviews.Two tests were used to explore the difference in writing level and the changes in writing ability of students in experimental and control classes before and after the experiment.The same questionnaire was used before and after the experiment to measure the changes of writing selfefficacy of students in the experimental class.After the experiment,the writer interviewed six students in the experimental class to explore the changes in students’ writing interest.The results show that the frame writing teaching method is helpful to improve students’ writing ability;the frame writing teaching method has no significant effect on the improvement of students’ writing self-efficacy;and the frame writing teaching method has a positive effect on improving students’ writing interest.This study is conducive to enrich the empirical research of frame theory in the field of writing teaching,it also can provide a new perspective for the research of writing teaching,and give some helpful guidance for teachers’ writing teaching.