Improving Strategies For Teaching English Writing In Middle Schools In Light Of The Comprehensible Input Hypothesis

When it comes to teaching English in middle schools, writing, as an output activity, is the embodiment of students’ comprehensive ability of application in English. However, it is the weakest part among the four basic skills. Therefore, teachers definitely need an effective teaching method to improve students’ writing ability. The paper attempts to show the cause behind the current status from the teaching materials, teaching designs, students, evaluation methods, curriculum requirements and subjective and objective factors. On the theoretical basis of Krashen’s input hypothesis theory, combined with the integrated whole language approach, the output hypothesis as well as the author’s own teaching and research practice, it has explored the teaching mode of ‘input hypothesis through listening, speaking, reading and writing in order to promote effective teaching of writing’. The author thinks that listening, speaking, reading and writing are complementary and indivisible; combining listening and writing--- to insert writing training during listening and speaking practice; combining speaking and writing--- to deepen the writing training in topic communication; combining reading and writing---to enhance the writing training in listening practice. To verify the above view, after a school year’s empirical study, the author proposes creating a low affective filter environment as the premise of comprehensible "i+1" language input; lowering the request, speeding up the rhythm and advancing steadily to make fast and stable step in English writing class; providing in phases "simple, interesting, automatic and sufficient" intelligibility "1" as the students’ language skills to ensure high quality output.This article consists of five chapters. Chapter 1 presents the brief introduction, Chapter 2 shows literature review, Chapter 3 discusses how to apply the input hypothesis in English writing teaching in Middle schools, Chapter 4 focuses on the results of the experiment study, Chapter 5 makes conclusions and enlightenments...