An Experimental Study Of Recitation Input In High School English Writing

English writing is a most difficult skill among listening, speaking and reading. The proficiency of one's English writing directly reflects the level of his/her English learning. How to develop English writing has been a hot and difficult topic in the current researches. This study has done much to investigate the main difficulties in high school students'English composition. This thesis is an experimental study of the effect of the "recitation" method on high school learners'writing.The following specific questions are addressed in this study:①What effect it would have on English writing, if the students are only asked to read without necessary recitation?②Can the "recitation" method help the middle school students improve English writing ability?In terms of research methodology, this research includes both qualitative and quantitative studies, such as literature review, interview and experimental study. By means of reviewing related writing development theories and recent empirical studies both abroad and domestic, the paper presents a conceptual understanding of the research question and a holistic picture of writing development study. The experiment during the last two semesters was designed and carried out specifically for research question:what effect recitation has on improving high school students'writing proficiency.The results demonstrate that recitation lays a solid foundation for learners' further development in language writing performance, and has a place in today's English teaching in China, therefore, recitation can be implemented during high school English learning as an important approach in the teachers'instruction package. In addition, it is revealed from the interview that most of the students hold a positive attitude toward recitation. They think recitation is an effective but painful strategy to practice written English.Although this research has some limitation and insufficiency due to the limitations in sample size, class hours, the researcher's ability and others, it still provides pedagogic implications for improving high school English writing.