An Investigation Of The Application Of English Writing Strategies Of Rural Junior High School Students

Since the 1970 s, many researchers of foreign language education have made plenty of researches in foreign language learning strategies. A more reliable conclusion is that an effective use of foreign language learning strategies can not only largely improve the method of learning foreign language, enhance the quality and effectiveness of learning, but also can reduce the burden of study. In modern English teaching, among four skills of listening, speaking, reading and writing, writing is an output skill, which is also an important aspect to measure an English learners’ comprehensive use of the language. Meanwhile,writing strategies may have a strong influence onthe learners’ writing ability and writing level(R e n Fenglei, 2006), and therefore, research on the writing strategies are beneficial to students’ English writing. It is found that the cultivation of English writing ability is somewhat ignored in the rural junior high schools for various reasons. As a result, the students also neglect the importance of writing in their English learning. The purpose of this thesis is to know whether the students have used writing strategies to guide their process of writing, the frequencies and types of writing strategies adopted by the students, the differences between high-score group and low-score group in using writing strategies.This thesis employs the questionnaire based on the design of Liu Zhiqun(2006), subjects are 200 Junior 3 students from four classes in Qipanjing high school. 200 pieces of valid questionnaires are collected, and EXCEL a n d S P S S 1 1. 5 are used to analyze the collected data. The author mainly analyzes the result from two aspects: Firstly, the situation of using writing strategies for the Junior 3 students. Secondly, the differences of using writing strategies the students of high-score group and low-score group. In order to get more information, the author interviews 8 students from high-score group and low-score group and 5 English teachers of Junior Three.By questionnaire and survey, the results of the research are as follows: Firstly, it is not ideal for junior high students in Qipanjing in Ordos to use writing strategy. The students only use some common strategies, the application of social-emotional strategy, metacognitive strategy and cognitive strategy need to be trained and strengthened. Secondly, the frequency of different writing strategies used by the students is not very high, junior high school students’ awareness of using writing strategies is not strong enough. Among five writing strategies, the students often use language expression and structure strategy. Thirdly, it is necessary for the students of high-score and low-score groups to train English writing strategies, and then their scores of English writing will be improved. With these problems and conclusions, the author put forward some strategies, hope to help rural junior high school students improve their English writing level.