A Study On The Impacts Of Recitation-input On Rural Junior High Student’s English Wirting Capacity Based On Input Hypothesis

Based on Input-Hypothesis Theory, the relationship between recitation-input and English writing wasstudied in the thesis. In SLA research, Stephen Krashen put forward the Input Hypothesis Theory. The InputHypothesis claims that learners make progress in English acquisition through exposure to comprehensibleinput. In Krashen’s opinion, language acquisition is accomplished by the language input. The main ofteaching method should be concentrated on the best language input for the junior school students so as topromote their language acquisition. Many researches and scholars believed that recitation can strengthen thelanguage input effectively, cultivate students’ sense of language and inspire students’ writing interest.Therefore, the competence of English writing will be improved. In our country, owning to the bad teachingconditions in rural high schools, a lot of students don’t make solid base when they were elementary students.In some primary schools there isn’t English class. Most of rural junior students are English beginners. So, forthem recitation-input is more important. However, the studies on recitation were quite few. The empiricalstudies on impacts of recitation on rural junior high students’ English writing were fewer.For this actual condition, three research questions were put forward:1. What is the current situation ofrural junior high students’ English writing?2. Can the rural junior high school students’ English writinginterest be inspired through recitation-input?3. Can the recitation-input improve rural junior high schoolstudents’English writing capacity from the perspective of Input Hypothesis?90students from Grade Two in Wang Village High School from Handan of Hebei province wereselected as the research subjects. The experiment lasted for four months. At the beginning of the experiment,the author made pre-test in EC and CC, post-questionnaire in EC. Then the experimental procedure wasoperated, at last, the post-test was carried out in the two classes. The post-questionnaire was conducted inexperiment class. Data analysis was conducted by using the Frequency of descriptive statistics, IndependentSimple T-Test and Paired Sample T-test by SPSS17.0.Through the analysis of Frequency statistic, the results showed that rural junior high students’Englishwriting level was not high. There were many obvious errors of grammar in their composition. The content ofcomposition was not rich. Through comparative analysis between pre-questionnaire and post-questionnaire, the results indicated that rural junior high school students’ English writing interest is inspired by therecitation-input. Through the analysis of Independent Sample T-test and Paired Sample T-test, the students’English writing scores in experiment class was higher than that in control class. So the conclusion was thatfrom the perspective of Input Hypothesis recitation-input has great impact on rural junior students’Englishwriting capacity. Although the factors, such as the sample size, class hours and research ability, are limited.The findings of research have some referential meaning to rural junior English writing teaching. The authorhopes that masses of educational workers, teachers and students can be awaken and they could re-think andpay more attention to the recitation.