A Study On Influence Of Model Essay Recitation For Senior High School Students’ English Writing Ability

It is commonly accepted that writing is the weak point in the four English skills’ development in the English teaching. Set in such situation, a lot of teachers are paying much attention to the writing topic, hoping to find a way to improve students’ writing ability. However, the students, in reality, study in the unnatural environment that is far away from the second language. In addition, the textbooks are the main resource of English learning in most schools, which makes students have a limited language input. On the other side, teachers and students have high pressure on the College Entrance Examination, so they think reading is the most important part in this exam. As a result, writing drills are easily ignored, which results in students’inefficiency in writing. How to change the situation in writing teaching is one of the main problems we English teachers have to encounter in high schools. Based on Krashen’s language input and Swain’s language output, the paper examines the actual efficacy of recitation input in the development of high school students’English writing through pre-tests of composition, post-tests of composition and recitation tests.Firstly, the paper analyzes the situation of English writing teaching in high schools in China combining with the new curriculum standard. We find teachers and students do not pay much attention to writing. As a result, there exist many problems in small vocabulary and lack variety in sentence pattern and so on in the students’ writing. And then we suggest whether it is necessary to integrate writing practices with recitation. The study reveals that recitation input is obviously helpful for high school students to acquire language and digest the structures of language; it can decrease the Chinese-English sentences; it can further improve students’ overall writing proficiency; the performance of the recitation tests for the experimental group is significantly correlated to that of post-test writing.The study provides important implication for the teaching of English writing in senior schools, i.e., while we explore teaching theories and methods of English writing at present, we should positively maintain the very essence of our traditional teaching methods and make full use of the recitation input in the teaching of English writing in an effort to facilitate the development of high school students’English writin.