The Correlations Of The English Writing Strategies And Writing Achievement By Senior Middle School Students

Writing as one of the four skills(listening,speaking,reading,writing)in learning English,is a comprehensive activity,which can roughly react learners' comprehensive ability of using language.Therefore,from writing grades,teachers can see how much students grasp the English course.Fenglei Ren(2006)pointed out that the writing strategy was an important factor of influencing the ability and level of writing,and middle school students' negative writing current state was that they were not able to skillfully use writing strategies to improve their writing.Thus,the paper will analyze the phenomena of English writing strategies committed by students in two levels of high schools through questionnaires and interviews,in aim to offer a little advice and opinion for teaching and learning.The English writing strategy refers to thought and methods English learners use in the entire writing process of pre-writing,while-writing and post-writing stage in aim to develop language skills,achieve learning or creating goals.It includes not only the analysis,organization and evalua tion of new information,such as composition conception,material collection and modification,but also the output of absorbed information and concrete actions.Most of the articles and works about English writing strategies have been focused on university students.Research of use about students' English writing strategies in two levels of high schools would be much less,which is comprehensively analyzed by quantitative and qualitative research methods.Based on a literature review,this paper used the questionnaires and interviews to analyze the phenomena of English writing strategies committed by senior middle school students.The subjects are 210 senior middle students from two high schools in Zhangzhou city.One is a key school,the other an ordinary one.The following questions are :1.How about the present situation of English writing strategies used by students in two levels of schools? 2.What correlation is there between in two levels of high schools students' English writing strategies and their achievement of English writing? 3.What are the differences of use about English writing strategies among higher scorers and lower scorers who study in different schools? Then this paper attempts to come to following conclusions:1.There is unbalanced phenomena both in two levels of senior middle schools.Students in two levels of schools use some strategies with ease,while they avoid to use others such as unmanageable and diachronic strategies which students use less.2.Significant positive correlation existed between the senior middle school students' English writing strategies and their achievement of English writing.The using frequency of English writing strategies in the key senior middle school is higher than that in the ordinary senior middle school,accordingly,the average score of students' English writing achievement in the key high middle school is higher than one in the ordinary high school.3.There is difference in usage of English writing strategies between two levels of senior middle schools.Higher scorers' and lower scorers' using frequency of some English writing strategies in the key senior middle school is higher than that in the ordinary senior middle school.Meanwhile,there is similarity in use of some writing strategies between higher scorers and lower scorers in two levels of schools,who would less stop to reread written content after writing a sentence,or give up the first draft to rewrite,and would prefer to use C hinese-English dictionary.In short,there is obvious difference in higher scorers' and lower scorers' usage of English writing strategies in different schools.The result of the interview is that students from two levels of senior middle schools desire to be able to use more English writing strategies to improve their English writing.English teachers from two levels of schools have their own understanding of English writing strategies and are willing to teach students to use writing strategies to improve their English writing performance.In accordance with the investigation and interviews,this study argues that English teachers in a senior middle school should strengthen the understanding of writing strategies,guide correctly students to have a knowledge of writing and penetrate writing strategies training to the daily English teaching;students should strengthen wording and phrasing,combination of reading and writing and English-thinking skills training.