An Empirical Study Of The Application Of Text Recitation In English Writing Teaching

English writing, which represents English learners’comprehensive quality, is not only one of the four basic skills in English learning, but also an important way of language output. Comparing with three other skills listening, speaking and reading, English writing is more difficult to get. Hence English writing is an essential part in college English teaching and is a difficult task for students. An excellent English writer should not only have the basic writing skill, but also have wider and deeper thoughts. Therefore, discussions on how to improve students’ability are important to bilingual majors of private colleges. These students have to learn basic writing skills and extend their professional knowledge of English. As for them, they must strengthen sufficient language input. Text recitation is the traditional and direct approach to improve their English writing. Based on the above phenomenon, this paper focuses on the usage of Text Recitation Theory in English Writing on the basis of Krashen’s input Hypothesis and Swain’output Hypothesis, showing that the teaching method of Text Recitation could improve the English writing ability of students studying a bilingual major in private college.Krashen’s i+1Hypothesis are widely used in English learning, especially its guidance value in English writing. The process of writing is the input behavior of students to activate their learned knowledge. Text recitation based on the Krashen’Input Hypothesis refers to the process in which students learn to recite the main idea and fixed expressions in text firstly with the help of teachers, and then internalize them and use them in English writing.In order to explore the effectiveness and feasibility of text recitation in teaching English writing, the author makes an experimental study. The study is made in the College of Arts and Science of Yangtze University. One hundred students taught by the same English teacher in two classes were chosen and divided into two kinds, the experimental class and the controlled class. A combination of qualitative and quantitative approaches is adopted. The data collected from three research methods: questionnaires, tests and interviews. The author aims to test the following four hypotheses:1. based on the understanding of a large amount of text recitation, students’ writing level could be improved or not.2. Whether the text recitation teaching in English writing can improve students’interests and confidence in learning of bilingual majors in private college.3. Comparing with the traditional mode of writing teaching, whether the text recitation teaching can improve students’writing ability or not.4. Whether students could use text recitation consciously after learning the related strategy.The experiment was conducted in the control class, which adopts the traditional writing approach in English writing. The teacher will make a brief introduction to the contents and requirements of composition firstly, and then come up with some writing strategies. Next, the teacher asks them to accomplish the composition; finally, the teacher critiques their compositions. Another class is the experimental class which adopts the text recitation approach, the teacher will make a brief introduction to the contents and requirements of the composition firstly, and then the strategies. Next, according to the contents and requirements of the composition, teacher should choose the related texts, and instruct students to recite some words, phrases, sentences, and paragraphs. After recitation, students start to accomplish the compositions. At last, teachers critique their writings and organize some discussions among them.The author makes an experimental study which is carried out for12weeks. After analyzing the data by SPSS15.0software, there are four findings in the experiment as follows:firstly, text recitation teaching can improve students’writing level. Secondly, students realize the advantages of text recitation in English learning. Thirdly, students in EG receiving training of recitation input make higher scores and produce much better compositions than those without training. Finally, it greatly facilitates students to use the strategy. In addition, based on the results of the research, the author lists several implications. Firstly, the students should increase reading and reciting and strengthen their writing training. Secondly, comparing with the traditional method, the text recitation method is not only strengthens the knowledge of the language and gets close to the objective language, at the same time, it could deepen and strengthen English language thinking mode. And students can use English to express their authentic feelings and get rid of the negative influence of their mother tongue. This way could help students to improve English ability and lay a good foundation for improving their English writing level. The present research may contribute to the teaching of English writing in colleges.The thesis is composed of six chapters. Chapter One is a brief introduction to the significance, the background and the layout of the study. Chapter Two is the literature review, introducing the previous researches on text recitation at home and abroad. Chapter Three is the theoretical framework, explaining the related theories about text recitation, input hypothesis and English writing. Chapter Four discusses the research design including research questions, research subjects and research instruments. The author will collect data from the questionnaires, reading tests and interviews. Chapter Five analyzes the data collected from the experiment. Chapter Six is the conclusion, summarizing the results, the limitations of the research and implications for further study.