An Experimental Study Of English Writing Teaching Based On The Unit Integrative Teaching In Senior High School

As a language output skill,writing is the embodiment of learners’ comprehensive language use ability.However,in the current teaching of English writing in senior high schools,there exists fragmentation and simplification,which leads to the weakness of students’ writing ability and the lack of writing self-efficacy.English Curriculum Standard for Senior High School(Version 2017,revised in 2020)puts forward the teaching suggestions of “paying attention to the significance of the theme and formulating the overall teaching objectives of the unit directed at the development of core competence”.The unit integrative teaching has become the new trend of English teaching reform.In the unit integrative teaching,the writing teaching section is the necessary link of students’ language use and the integrated output of language.In view of the problems existing in the teaching of English writing in senior high school,this study explores the impact of English writing teaching based on the unit integrative teaching in senior high school on learners’ writing ability and writing self-efficacy,and aims to provide the teaching case and teaching practice reference of English writing teaching based on the unit integrative teaching in senior high school.The theoretical basis of this study is the input hypothesis,output hypothesis,holistic linguistics and Gestalt psychology,and the research methods adopted include the literature review,educational experiment,test,questionnaire survey and interview.The research tools include the writing test paper,the English writing self-efficacy questionnaire and the semi-structured interview outline.The subjects of the study are79 students from two classes of grade one in W Senior High School in X city,one of which is an experimental class,and implements English writing teaching based on the unit integrative teaching;the other class is the control class,which adopts the conventional writing teaching mode.The researcher conducted a 14-week educational experiment to explore the impact of English writing teaching based on the unit integrative teaching in senior high school on learners’ writing ability and writing self-efficacy.This study has two research questions: Firstly,how does English writing teaching based on the unit integrative teaching in senior high school affect learners’ writing ability? This question contains five sub-questions:What is the impact on learners’ content? What is the impact on learners’ organization? What is the impact on learners’ vocabulary? What is the impact on learners’ language use? What is the impact on learners’ mechanics? Secondly,how does English writing teaching based on the unit integrative teaching in senior high school affect learners’ writing self-efficacy? This question contains two sub-questions: What is the impact on learners’ self-efficacy of writing skills? What is the impact on learners’ self-efficacy of writing tasks?Through data analysis of the test paper,questionnaire and interview results,and comparison between the pre-test and post-test,as well as between the experimental class and the control class,the research results are as follows: English writing teaching based on the unit integrative teaching in senior high school has a positive impact on learners’ writing learning.Firstly,English writing teaching based on the unit integrative teaching in senior high school can effectively improve learners’ writing ability,including learners’ content,organization,vocabulary,language use and mechanics.Secondly,English writing teaching based on the unit integrative teaching in senior high school can effectively improve learners ’writing self-efficacy,including self-efficacy of writing skills and self-efficacy of writing tasks.Based on the results of the study,the implications of this study for English writing teaching in senior high school are as follows: First,pay attention to the output of writing,and actively use the characteristics of the unit integrative teaching to carry out writing teaching;Secondly,reasonably design teaching activities to improve learners’ writing ability and writing self-efficacy.