The Study Of The Effectiveness Of English-Recitation For Developing Junior Student’s English Writing Ability

The new curriculum for junior middle school requires that students should develop their English language comprehensive ability. Though the new curriculum reform has been on for several years, the students’ ability hasn’t been effectively cultivated, especially in English writing. For many English teachers, it is urgent and essential to find out an effective teaching method to help students improve their writing ability.Recitation is a very important teaching method, especially in junior English teaching. It is a real input and an effective way to improve learners’ language ability. Influenced by western modern foreign language teaching methods such as task-based language teaching and community language teaching, recitation-this traditional and effective language learning method had been denied. Recently, scholars of foreign language teaching have done quite a few experiments on the effects of recitation in foreign language teaching and learning, this study will be carried out on the effective of recitation on developing junior middle school students’ English writing ability.This study based on Krashen’s input hypothesis, Swain’s hypothesis,and referred to current researches both at abroad and at home on this topic to study if recitation can help junior students improve their English writing ability. And the study was designed to answer the following three research questions:1) Can recitation help junior students to master and use English words, phrases properly in writing?2) Can recitation help junior students reduce grammatical errors,optimize the structure of sentence, and use the English grammar rules correctly?3) Can recitation help junior students improve the accuracy and fluency in writing, and reduce “Chinglish” in compositions?In terms of research methodology, this research includes literaturereview, interview and experimental study. Two parallel classes of Baogang experimental school grade 8(named experimental group and control group) in a total of 87 students were chosen as subjects. Before the experiment, all the students were asked to take the same English writing test to make sure that there was no significance difference between the students of two groups. During the experiment, the teacher instructed experimental group reciting the texts and checked. In weekly writing class, the teacher asked EG students to recite the model essay and checked. This entire requirement did not give in CG. At the end of the experiment, all the students took the post-test. The date collected and analysis by SPSS17.0. Also, the author interviewed 15 students in experimental group to get the understanding of the attitude of EG students towards recitation.After 16 weeks’ experiment, the date analysis shows that two groups of students have made progress while the students in experimental group performed much better than control group in aspect of more accurate and richer selection of words, less Chinglish expressions and grammar errors.From the interview, most students hold positive attitude towards recitation, they thought recitation help their English writing level All those findings show that recitation can help junior students improve their English writing ability.However, it should be noticed that due to small sample size and simple research methods, there are still some limitation and inadequacies in the study. How to enhance students’ English writing ability still needs more in-depth study. In short, recitation—a traditional language learning method, which is not out-date, it still has a positive impact on junior middle school students’ English writing skills. It will be a great help to Chinese student if recitation can be used properly.