An Experiment Of Recitation On The Development Of High School Students' English Writing Proficiency

This paper makes a systematic research on the effect of recitation on the development of high school students'English writing proficiency based on second language acquisition theories and cognitive psychological theories. Through pre-composition test, post-composition test, recitation tests, recitation reports, the paper examines the relation between recitation and the effectiveness of second language writing by Chinese high school students. The study reveals that recitation, as a means for language input, is obviously helpful for students to acquire and reinforce vocabulary and formulaic chunks that are needed in language writing output. Besides, it can effectively enhance the students'sense of language and reduce L1 negative transfer and improve students'overall writing proficiency.This essay is devoted to the study'background. The writing situation of high school at present and the curriculum standard are introuduced here. Besides, the second language acquisition and cognitive psychological theories are illustrated. At the same time, the writer analyzes the relative literature: the substance and functions of recitation; recitation and the input hypothesis; recitation and the chunks; recitation and memory. Through analyzing the experimental data, we can conclude that the recitation is efficient to improve the quality of input language and improve the students'writing proficiency.The study provides an important implication for the teaching of EFL writing in China, i.e. while exploring and trying new teaching theories and methodologies for EFL writing, we should try to maintain the good points of our traditional teaching methods and make full use of the actual efficacy of recitation in the teaching of EFL writing in order to facilitate the development of Chinese students'L 2 writing proficiency.