A Study On The Application Of The Length Approach To English Writing Teaching In Senior High School

As an expressive output skill,writing helps students notice their own language deficiencies and motivates them to increase their input.In the process of input and output,students’ writing and even English language skills can be improved.Most scholars and front-line teachers have realized the importance of writing teaching.But because of the traditional and boring teaching methods,classroom teaching is still teacher-centered.Students’ interest in writing is low and classroom atmosphere is dull and ineffective.Based on the English writing situation of high school students and combined with the specific requirements of the General High School English Curriculum Standards（2017Edition）,the author will try to apply Length Approach to high school English writing teaching.The Length Approach,rooted in China,was proposed by Wang Chuming in 2000.This method is designed to help students realize their knowledge gaps through writing long compositions and to motivate them to increase their input for perfecting their writing.It also aims to guide them to improve their writing and related language skills in a relaxed and enjoyable atmosphere.This study,combined the Length Approach with high school English writing teaching,attempts to construct a Length Approach teaching model applicable to high school students.The author will apply it to the high school English writing classroom in an attempt to address the following three issues:1.What is the current situation of English writing teaching in high school? Is it feasible to apply the Length Approach to English writing teaching in high school?2.How can the Length Approach be applied to the practice of English writing teaching in high school?3.Can the Length Approach improve high school students’ interest and performance in English writing?A high school grade one class in Harbin is involved in this experiment.Before the start of the experiment,the author collected the first monthly test results of the class.While understanding the current situation of students’ writing learning and teachers’ writing teaching,the author interviewed the initial attitudes of teachers’ and students’ towards the Length Approach teaching model.The author then applied the method to this class.Three months later,by sorting and analyzing the data collected from the pre-test and post-test writing scores,interview results and questionnaire results,the author’s findings are as follows:1.The current situation of English writing teaching in high school is not optimistic and it is practical to apply the Length Approach in the high school English writing classroom.2.A four-step and ten-link Length Approach teaching model can be constructed and applied in the teaching of English writing in high school.3.The Length Approach teaching model which combined Length Approach with high school English writing classroom is an effective teaching model.Students’ performance and interest in writing have improved as a result of the implementation of this model.Finally,the author reflects on this study.The author reflects on the shortcomings of this study,hoping to provide reference for relevant research and English writing teaching in high school.