An Empirical Study Of The Correlation Between Text Recitation And The English Writing Level Of Senior High School Students

The writing level of senior high school students is always a weak part in English teaching. Students are weak in writing; and what's worse, it is a common phenomenon that students are unwilling to write. Besides, some students are even afraid of writing. As a result, it is easy to find that students are bored of writing and teachers are always feeling headache in writing lessons. Recitation is one of the best strategies in language learning, especially for Chinese students. Looking back upon the history of Chinese education, we find that this method is useful and it is true that many students can benefit from it. Now that recitation is good for Chinese learning, it is desperately necessary for English learners of senior high schools to improve their language shills by recitation. In this way they can remember correctly lots of good phrases and beautiful sentences. As a result, they can use the language correctly, which can equip them with some language materials, getting well ready foT language learning. In order to explore an efficient method for senior high school students to improve their English writing levels, the author chose her own students in two different classes in Changsha Foreign Language School as 60 subjects, who were divided evenly into two groups, namely, the experimental group and the control group. The experiment lasted nine months. In the experiment, the author tried applying the method of recitation to her English writing lessons so as to explore the correlation between text recitation and the writing level of the students, and find out an effective strategy for senior high school students to do some English writing. This research synthesized Krashen's Input Hypothesis Theory (1985), which offered a good base for the research. In terms of the research methodology, the study adopted various methods such as literature study, surveys and interviews and experimental study. By means of reviewing different literature works, journals, theses, online references and conference proceedings, the author mastered different teaching methods of English writing from home and abroad on a macro scare. At the same time, in order to survey accurately how text recitation affects the expressions of English writing, the author carried out an experiment lasting two terms, and some data got from the pretest and posttest. Then the data were processed with SPSS16.0. The experiment demonstrates the following results. Firstly, the students can grasp more new words, phrases and sentence patterns by reciting texts; secondly, the students can use new words, phrases and sentence patterns to do some writing fluently; and thirdly, text recitation can benefit the students'writing levels. That is to say, text recitation can improve senior high school students'writing levels. So it is obvious that there exists a positive correlation between text recitation and the writing level of senior high school students. Therefore, the researcher can draw such a conclusion that text recitation can really improve the senior high school students'writing levels.