A Research On The Application Of Anchored Instruction Of English Writing In Primary School

English writing in primary school is the important stage to lay the foundation for writing in the future.However,in nowadays class of English writing,it is boring and tiresome.Students aren't interested in writing,teachers can't also find better ways to solve it.Therefore,it is very imperative for teachers to explore a new teaching method,which adapts students' needs and arouse students' enthusiasm.Anchored instruction,a new classroom teaching method,focuses on creating the authentic learning situation as the “anchor” used in the metaphorical way by all kinds of scientific technologies to guide learners to solve the complex problems by independent and cooperative learning.Those meaningful anchors,which can help learners explore the questions from multi-dimensions,are actually the lead-in in teaching such as videos,pictures and some stories and so on.Anchored instruction is mostly applied to social research and mathematics.Recently,anchored instruction is also applied to domestic mathematics and English of college or senior high school.There are a few researchers to apply it into English writing of primary school.The author tries to apply anchored instruction into English writing in primary school and makes a contrastive teaching experiment.The research focuses on the following questions:(1)Can anchored instruction improve students' score of English writing?(2)Is anchored instruction helpful to motivate students' interests of English writing?(3)What are the attitudes of students towards anchored instruction?The experiment lasts for four months,in which the author uses the contrast,the questionnaires and the interview.The subjects come from two classes in grade six from Xin Zhaizi Primary School of Dalian(Anchored instruction is applied to the one as the experimental class(EC),and the teacher in the other one,as the control class(CC),still uses the traditional teaching model).At first,the author gives the per-test in two classes to ensure their English performance is parallel and gives two classes the first questionnaire to confirm the attitudes of English writing.After the experiment,the author gives students in EC the pro-test to prove whether anchored instruction can improve the performance of their English writing.Besides,the questionnaire and interview also are given to the experimental class to get some information about the attitudes and interests of students for anchored instruction.All experimental data are analyzed by SPSS 19.0.The result reveals that anchored instruction cannot only improve students' writing performance and cultivate their writing interests,but help students develop the good habit of independent and cooperative learning.The most important is that students in the experimental class also have favorable attitudes to anchored instruction.At the same time,teachers also need to change their roles in teaching and the ways to cooperate with students to make full use of anchored instruction.