The Research On Making Use Of The Listening Model In Textbooks To Improve Senior Students’ Writing

The writing teaching is increasingly important in the process ofEnglish teaching,, especially in recent years. The new types of items haveappeared in the test paper of College Entrance Examination, which makesEnglish teachers pay more attention to writing teaching. However, there issome confusion in the English writing teaching and the students’ essays arefar from being satisfactory. It is well-known that writing is a complicatedactivity. For senior high school students, they can acquire the knowledgemainly by means of textbooks and the classroom lessons. However, In InnerMongolia, the marks of listening test of the College Entrance Examinationpapers are not included in the total score. Therefore, quite a few Englishteachers ignore or cut off the listening models in the textbook, which makes alarge quantity of useful resources wasted. As a matter of fact, listening modelsin the textbooks are good for English writing teaching. Based on the abovesituations, the author conducted the research, of which the research questionsare:(1)Is the listening model in the textbook a useful resource for seniorwriting teaching?(2) How can the teachers make use of the listening model in the textbookto improve senior school students’ writing？The author of this paper did the experiment, under the guidance ofKrashen’s Input Theory and Swain’s Output Theory. In the practice ofteaching writing, the author combined the listening model with the writingtraining. It is well-known that listening and reading are inputting messageswhile writing and speaking are outputting messages. Only if the students caninput meaningful and useful messages will the result of output be efficient.The author of this paper focused on this.The subjects of the experiment are from Senior High School attached to Ji Ning Teachers’ college. Class6insenior two is the experimental class and Class4in senior two is the controlclass. Before the experiment, the author designed questionnaire and pre-test toguarantee that the subjects in the experiment and students from control classhave already taken in the basic knowledge in English writing. What is more,the author had a face-to-face talk with students so as to learn about theirprogress in English writing. At last, the author did a post-test using thefinal-term test paper. It is obvious that the experimental class have made rapidprogress in English writing. Therefore, the author recommend that thelistening model in the textbook should be an efficient resource for students’writing. If English teachers try their best to make use of listening model, thestudents’ writing ability is certain to be improved.On the other hand, what teaching method in the experiment class shouldbe adopted? The author did the traditional ways of teaching writing in controlclass-Class4, but in the experiment class-Class6. The author did the new way,which is combining listening models in the textbook with the writing trainingtogether. The author instructed the students to finish the exercises in thelistening models, then added some additional exercises in order to makestudents familiar with the material and lay the foundation for the writingtraining, the additional exercises are as follows:1. Teachers can instruct students to write the main idea of the listeningmodel2. Teachers may as well change any of the passage to let students fill inthe blanks which can enlarge students’ vocabulary.3. Let students express their opinions about the topic in the listeningmodel.4. Let students make sentences according to the key words or sentencepatterns in the listening model5. Let students do some translation exercises based on the listeningmodels.6. Instruct students to master the structure of the passage in the listening model, then do the writing in the same structure of the passage.Through the experiment, the author can improve that on the one hand, thelistening model in the textbook is a kind of efficient resource for senior highschool writing teaching; on the other hand, the new ways of combining thelistening model with writing training is effective. In this way, the listeningmodels can not be wasted, and the interest of the students’ writing can beinspired. In the process of teaching writing, the new way of teaching writingnot only can make students input useful materials for writing but also canattract students to participate in the activities of training writing. Therefore,this new teaching method can improve students’ writing. It is well worthadopting in the process of writing teaching.There are five chapters in this paper. Chapter One is the introduction,which is mainly about the importance of writing teaching, the problems inwriting teaching and the characteristics of listening model in the textbook.Chapter Two is the literature review, in which the author mainly introducesthe researches on writing teaching at home and abroad and the relevant theoryof this research. Chapter Three is the design of the research. It mainlyincludes the subjects, the condition, the instrument the instrument, the process,and the results of the experiment Chapter Four is about the Data collectionand analysis. Chapter Five mainly introduces the conclusion...