A Study On English Writing Teaching In Junior High School Based On Post-method Theory

Writing teaching is an important and necessary part to improve students’ English achievements. It is known that the other writing teaching methods regard writing as a set of isolated rules which neglect the combination between writing teaching and other teaching contents(e.g.: reading, vocabulary). As a result, weak learning interest and monotonous writing strategies lead to unsatisfactory teaching effect.Kumaravadivelu(2003, 2006) came up with the post-method theory that includes ten macrostrategies, which has realistic guiding significances to the teaching practice in classroom; he proposes that English learning especially writing is closely related with post-method theory. In order to improve the efficiency of writing teaching, the research applies post-method theory to the writing teaching in junior high school, that is, teachers integrate classroom interactive writing teaching with extracurricular autonomous writing so that students can perceive and learn writing well.This study goes from the following aspects:First, does English writing teaching based on post-method theory have a positive effect on students’ writing strategies?Second, does English writing teaching based on post-method theory improve students’ writing achievements?Third, what are the students’ perceptions on English writing teaching based on post-method theory?The participants were 101 students in Grade 2 in Jincheng Zhongyuanjie Junior High School. There were two classes in this experiment: Class 3 is assigned as experimental class, and Class 4 as control class. Students in experimental class receive the writing teaching based on post-method theory, while students in control class receive traditional writing teaching method. The research applied quantitative and qualitative methods to analyze the data from questionnaires, writing tests and interview by SPSS17.0.The analysis indicates as follows:Firstly, writing teaching based on post-method theory has a positive effect on the students’ writing strategies. The students make great progress in the use of meta-cognitive strategies, cognitive strategies and the social-affective strategies.Secondly, writing teaching based on post-method theory improves students’ writing achievements, and promotes writing proficiency.Thirdly, writing teaching based on post-method theory is generally recognized and welcomed by students, and it plays a positive role in promoting students’ interest and enthusiasm for English writing.Generally speaking, the writing teaching based on post-method theory is feasible. The post-method theory plays a significant role in improving students’ writing competence. This study also enlightens the teachers to change their teaching concept in design of class teaching methods in order to enrich students’ writing strategies.