An Empirical Study Of Applying Listening-as-input To Improve Junior High School Students' English Writing Ability

Writing is an important part of English teaching in the junior high school. English learning for students in the junior high school is the initial stage. So students have strong plasticity. Their writing habits, interests, methods and ability development will have an influence on their future study. How to improve and develop junior high school students' English writing ability has become an important subject in English teaching. However, the current status shows that our English writing teaching is still very weak. How to improve students' English writing ability in the junior high school has been a common concern for the teachers. In recent years, although many scholars have done a lot of research from different angles about how to improve writing ability, still specific related research is rare on how to improve English writing by listening-as-input. For writing teaching, the earlier the training begins, the better the results of it will be. It will lay a solid foundation for the future development. The essay is based on Krashen's theory of language input, Swain's output theory and the theory of constructivism. The author put forward the listening-as- input teaching method and combined listening and writing in teaching by combining the characteristics of junior high school English teaching and personal teaching experience. The essay aims to explore the effectiveness of listening-as-input to improve students' English writing ability by studying the application of listening-as-input teaching in junior high school English writing.The essay summarizes the related literature about input and output hypothesis and empirical studies at home and abroad in recent years. With the help of Krashen's input hypothesis, Swain's output hypothesis and constructivism theory framework, two research questions are put forward:1. Can listening-as-input teaching arouse students' interest in writing and change their attitude to writing?2. Is listening-as-input teaching an effective way to improve students writing proficiency in junior high schools?The author has an 18-week experiment by choosing students from two classes in Grade Seven in Baotou NO.29 Junior High School. The experimental data was gotten by testing, questionnaire and interview. Using the statistical software SPSS13.0, the author has conducted the quantitative and qualitative analysis of the data and the results.The experimental results show that the listening-as- input teaching method can improve the junior high school students' attitude towards English writing. Most students are sure of the role of the listening-as-input teaching method. Listening-as- input teaching method provides the rich listening material, helps students accumulate the rich vocabulary for writing and lay the foundation of writing for the students. After the students are given listening-as- input teaching method and the teaching training, the students' scores from the experimental class are higher than the control class, Students' English writing in the experiment is better than that in the control class. So listening-as-input teaching method used in writing teaching model in junior high school is effective and can improve the ability of the students' English writing.