An Empirical Study On Recitation For High School Students’English Writing Proficiency

In the process of teaching, English writing has been a very puzzling problem anddifficulty for teachers and students, which hinders their way to teach and learn. And itdoesn’t fully meet our expectation to improve students’writing ability. In recent years,some scholars and English teachers have been aware of the seriousness of the problemwhich is an urgent issue to settle, and some researches and exploration have been done.However, the researches on recitation under teachers’guidance have not been mentionedenough yet, therefore, the author tries to applying the recitation to English writing so as toexplore its effectiveness for English writing teaching.The research is on the basis of input theory, output theory, Behaviorism learningtheory, memory theory, schema theory and so on. The whole teaching experiment lastedfor 18 weeks. Subjects were 82 students at senior grade2 in Taiyuan No.59 Middle School,in which 40 students of experimental class had the recitation under teacher’s guidancewhile 42 students of control class recited arbitrarily, which was without teacher’sguidance. Both of the two classes were asked to recite one material that was selected byteacher every week, and at the same time, they were required to recite some classicalparagraphs of the English textbook. Teachers give students effecitve guidance in theaspects of loud reading, clearing genres, grasping the structure of article andunderstanding the main content. At the same time, teachers provide them with individualguidance in the aspect of checking and evaluating. At the end of the experiment, the data was collected including the writing tests results and questionnaires of experimental classand control class in pre-experiment and post-experiment. The statistics software SPSSwas used to analyze the data scientifically.Through the theoretical and empirical researches, it shows that the recitation underteachers’ guidance is more conductive to improve students’writing ability, and it can alsohelp students to reduce mistakes in grammar, optimize sentence structures and use Englishgrammar correctly; recitation can help students to memorize vocabulary and sentencepatterns, and improve students’fluency and precision of writing; by reciting, students canpay more attention to structure, grammar and vocabulary so that the ability to think inEnglish is cultivated and students’language sense is increased; recitation can alleviatestudents’English writing apprehension; in addition, the data of questionnaires shows thatthe recitation under teachers’guidance can optimize students’learning strategies andchange their cognitive thinking and emotional attitude, and teachers’teaching strategiescan also be optimized.Of course, in this research there are still many limitations, such as the small sampleand short time. Thus, many results are left to be improved in the future.