The Influence Of Frequency Effect On English Writing In College Entrance Examination

Writing is considered as the important part of National Matriculation English Test(NMET)and at the same time it is also the difficult point in the teaching process. In order to deal with the condition that students consume more time but with poor effect, this study, according to frequency effects, adopt the repetition method to improve students’ writing level. This study attempts to investigate the effects of task frequency on writing quality and writing confidence of senior high school students. And this study also try to examine the students’ attitude towards the writing method and explore the result of combining frequency effects with teacher’s feedback. In response to the research topic, the following questions are put forward:(1) What is the effect of task frequency on the students’ writing quality in NMET writing?(2) What is the effect of task frequency on the students’ writing confidence in NMET writing?(3) What are the students’ attitudes towards the task frequency writing training mode?(4) What is the effect if task frequency combined with teacher’s feedback?The study lasted five weeks and the subjects are 60 students of Grade 3 who come from 2different classes of a senior high school in Shanting town, Zaozhuang city. All the subjects are divided into three groups: the frequency effects and self-modifying group, the frequency effects+ teacher’s feedback group and the conventional writing control group. Each group has 20 subjects. The former two groups are required to write compositions on the same writing topic of NMET three times. The difference between the two groups is that one group is given teacher’s feedback while the other is not. The control group writes the different topics at each time. The score was given by the rating scale for the NMET essay rating and according to the analytic rating scale, the content, grammar, fluency and so on were scored separately. After the experiments, a semi-structured interview and a questionnaire are conducted.Data and analyses of significant difference made by SPSS 19.0 were presented respectively.The results obtained are summarized as follows:(1) the task frequency writing training contributes to improving the students’ writing quality in NMET. The improvements mainly displays in these aspects that the content becomes more comprehensive, grammar errors has reduced, logicality has enhanced, accuracy, fluency and coherence is improved too. By contrast,the Frequency effect + teacher’s feedback writing teaching model is more effective.(2) By task frequency writing training, the students become more and more confident in their writing for NMET with the increasing writing times. That is to say, task frequency can strengthen students’ writing confidence. It is because the previous written provide a practice and psychologicalpreparation for the following writing.(3) The majority of the students accept and support the task frequency writing training mode and agree the effects of task frequency.(4) There is an additive effect by combining task frequency with teacher’s feedback.In conclusion, the present study has a certain practical significance for the teaching of NMET writing, and the frequency effect + teacher’s feedback writing teaching model to a degree inspire the writing teaching of senior high school.