The Application Of Reading And Reciting In The Topic-Based English Writing Of Junior High School

Reading and reciting has been applied in Foreign Language Teaching for centuries. In theory, it is believed to contribute to im proving the writing skills of foreign language learners. Throughout the study of elementary English teaching in our c ountry, the empirical researches for reading and reciting method and writing ability of students are fe w. Therefore, the author in tends to combine reading and reciting with English writing to expl ore its r ole which e xited in th e Topic-Based English Writing of junior high school.Students who are from Second Affiliated High School of Shandong Normal University, Grade eight, Class nine and Class ten take part in this experimental study. According to the natural rule, 120 students in two classes are divided into the e xperimental class(n= 60) and natural class(n= 60). The entire experiment is carried out in the usual English teaching and the duration is 8 weeks. Before the experiment, the students of the two classes are given the sam e English Writing Test whose contents are about Topic-Based Englis h Writing. And the author launches the same questionnaire in order to know about the problems that students encounter in the process of English writing and their attitud e toward reading and r eciting and Topic-Based English Writing. After the experiment, the two classes are als o conducted a same English Writing Test with the purpose of verifying the effect of reading and reciting. The n, the author proceed with the other questionnaire which is sam e as the pre-test. Du ring the ex periment, the author serves as the teacher of the experimental class, following the experimental scheme to teach. Another teacher acts as the English teacher of the norm al class, and his clas s doesn’t pay attention to reading and reciting train ing during experiment. The students in the two classes are taught the same learning materials, but the experimental class students put more emphasis on reading and reciting training.Before the experiment, the author discovers that there are no obvious differences between experimental class and control class in English writing level. However, after the experiment, the Topic-Based English Writing average score of the experimental class is significantly higher than the control class’. Besides, the author also finds that the two classes have several same obstacles in the process of English writing by analyzing the questionnaires data before the experiment, and much more students don’t like the English writing exercises. But the problems are obviously reduced after experiment, and their attitude toward reading and reciting and English writing exercises has been improved greatly.Therefore, the author draws conclusions that reading and reciting contributes to improving the Topic-Based English Writing skill of junior high school students, arousing students’ English writing interesting and cultivating their integrated competence in language usage.This dissertation is composed of six chapters:Chapter one is the introduction of this study, including the research background, the research questions, the research objectives and the research significance.Chapter two is the lite rature review which introduces related concepts, the types, th e research achievements and shortcomings from home and abroad about reading and reciting.Chapter three is the theoretica l basis, including input theor y, output theory, constructive genetic epistemology, constructive learning theory and schematic theory.Chapter four is the research design of this st udy, including research question, the subject of this study, the research tool and the data collection.Chapter five is the research results and the discussion of the results through analyzing the contents of the pre-test, the post-test, and the questionnaire.Chapter six is the conclusion of this research which includes the findings, the enlightenm ent for foreign language teaching and the shortcomings of this research.The limitations of this study have mainly three aspects. F irst, it can’t help all the students obtain a greater im provement; Second, the choice of reading and reciting m aterials and the constraints of reading and reciting tim e affect the effect of training; Thir d, the fewer exercises of English writing influence the effect of training.