The Study On English Writing Strategies In Senior High School Based On The Anchored Instruction

Writing plays a very important role in English learning. However, there are many problems about English writing of the senior high school students. Thus, the Anchored Instruction is adopted in the study to explore the writing strategies used in senior high school students.The experiment was carried out in two classes of Grade 1 of An Sai senior high school of Yanan city. The period of the study lasted four months. There are three steps of the research. Before the study, the author conducted a pre- test and questionare to test the students’ English writing situation. During the study, the Anchored Instruction was implemented in experimental class, while the traditional model was implemented in control class. After the study, the author collected and analyzed the data of research by using SPSS 17.0. The results of pre-test show that the English writing ability of the two classes is nearly same. And the analyses of post-test show that the Anchored Instruction can promote students’ English writing in senior high school. Finally, the results from questionnaires show that there are some problems of students’ attitude, interest, psychology about English writing. In a word, the study shows that the Anchored Instruction can be applied in English teaching of the senior high school and the method can solve many problems existing in students’ English writing.Above all, compared with the traditional teaching method, the Anchored Instruction has more benefits. The Anchored Instruction arises the students’ inner motivation in English writing and develops the students’ thoughts of English learning. It enhances the students’ ability of autonomous learning and collaborative learning. Meanwhile, it can also increase the students’ enthusiasm of language learning. So the teacher and students should change their traditional teaching and learning conception if they want to gain a much better teaching effect.