An Experimental Study Of Dictogloss In English Writing Teaching Of Senior High School

Writing, as one of the basis of language acquisition, has gained more and more attention from scholars both at home and abroad. The teaching of English writing plays an important role in China, and the large percent that English writing takes up in NMET also shows the importance of it. In other words, it is great significance for the current high school students to learn writing well, whether it is on learning a language or in response to the current entrance examination. At present, the English writing class is teacher-fronted,students are just passive receiver who can’t actively participate in the writing process, resulting in bad effects on teaching accordingly. Therefore, how to improve the students’ writing proficiency and optimize writing class of senior high school has become a crucial project of teachers. In this thesis, the author adopts dictogloss, which is proposed by Wajnryb(1988), and combines three theories, i.e. input and output hypothesis, cooperative language learning theory and constructivism, to design a new writing teaching approach for investigating the effects of dictogloss on senior high school students’ writing proficiency and interest. In dictogloss, a short passage is read two or three times at normal speed, and the students jot down the words and phrases when they listen for it, then students exchange their own understanding of the overall meaning, and work together to reconstruct the passage, aiming at grammatical accuracy and textual cohesion but not aiming at replicating the original passage. Finally, the whole class to analyze and correct the groups’ jobs.The research tries to investigate whether the systematic use of dictogloss practice can improve students’ English writing ability and arouse their interests in writing. And it begins with summarizing the present situation of English writing in senior high school and some researches on dictogloss, then analyzing the data of two questionnaires, pre-test and post-test, the author finds out that there are great differences between the control class and theexperimental class in logicality and the mastery of vocabulary. And the learner’s interest in the experimental class has greatly improved.However, some limits still exist in this research, i.e. the data is limited to only one senior high school so that the findings of this study may not be representative enough. But the author still expects the crude marks may be drawn forth by abler people.