An Empirical Study Of Text-reciting For The Improvement Of High School Students(Grade One)’ English Writing

This study is inspired with the intention of exploring feasible and efficient English writing strategies for both teachers and students in senior high school. There have been researches and viewpoints on English writing teaching and learning. Recitation, as a traditional method, which has long been used in Chinese learning in our country, has not come into widespread use in English teaching, however. Considering this, the thesis aims to make an empirical study to find out what positive effects text-reciting has on the improvement of writing proficiency among students in the first grade.The paper first begins with the background of the study, presenting the current situation of English writing in High School and the fact that quite a few students have a poor language sense and can hardly make complete and coherent sentences, and analyzing the reasons why students do not attach much importance to English writing. Having referred to some basic concepts, the functions of reciting and a general review of the previous studies both abroad and at home, the author carried out an experiment lasting two terms in order to verify the efficacy of text-reciting method based on the basic concepts of Cognitive Psychology and the theory of Krashen’s Input Hypothesis. It includes the design of the research, selection of participants, and how data were collected, treated and analyzed. The results demonstrate that recitation helps lay a solid foundation for learners in writing practice. The interview followed reveals that most students have a positive attitude towards recitation.The thesis ends with a summarization of the study and concludes that text-reciting is an effective way of improving senior students’English writing proficiency and should be made full use of in the teaching of English writing in senior high schools.