An Experimental Study Of ESA Writing Teaching Model In Senior High School English Teaching

Writing is a creative output metal process, which reflects objective things, expresses thoughts and feelings, delivers knowledge information by language symbols. Since the beginning of the 20 th century, from the initial attention on product approach to emphasis on process approach in English writing teaching, it has shown us that researches on how to learn English, rather than how to teach English, are becoming more and more popular among scholars and researchers(Ellis, 1994). Learners? participation, motivation, as well as their autonomy in the writing process are the vital points to ensure efficient writing classroom. However, there are some problems exist in current English writing teaching in high school, such as low interest and passive writing motivation, inefficiency in English writing classroom, their low writing level and so on. Therefore, adopting effective writing teaching methods and building efficient teaching models in high school seem particularly necessary.In 1998, combined with the language input and output hypothesis, the famous British linguist Harmer put forward the ESA theory. ESA teaching model is based on the language input and output hypothesis, which attaches equal importance to the writing process input and writing product output. This teaching model is able to provide high school students with authentic context to cause their desire for knowledge, and help them to choose useful information to improve their writing level and cultivate their creative thinking. This is what we need to in English writing.This study bases on the author?s educational teaching practice in a high school in Hebei province. It contains students in two parallel classes which are taught by the author. Questionnaire and writing tests are the research instruments. The research questions are as follows:1. Does ESA teaching model improve senior students? English writing motivation?2. Is ESA teaching model more effective in improving senior students? writing level?First of all, based on the previous writing motivation questionnaires, questionnaires were sent to students from 2 classes in senior one to make a comprehensive understanding of high school students? writing motivation whether had a great improvement and students? attitudes to the implement of ESA writing teaching model. Then the author chose one class as the experimental class, another as the control class. A four-month educational experiment under the guidance of ESA teaching model was carried out in the experimental class. Data were collected and analyzed scientifically by means of statistic software SPSS.13.0. Students? writing scores in the experimental class and the control class were statistically analyzed and compared with each other before and after the tests.After a semester of study, the research findings indicated that students could actively participate, experience the process of knowledge construction in English writing classroom under the guidance of the ESA teaching model. In addition, the author also pointed out the shortcomings existing in this research and some of her own opinions for the future further researches.