A Study On The Application Of The Length Approach To The Teaching Of English Writing In Senior High School

The using of English as a Second Language is particularly significant in China,especially English writing that is an important aspect among the usage of English.Fostering students' primary writing ability is one of the English teaching purposes in high school,English writing is the high-ranking period among four skills and the most important part in English teaching that belongs to language output.However,by means of surveys,teacher's focal point is the language input,brushes the language output aside and students take a kind of laissez-faire attitude to the English writing.Because of that English writing gradually becomes a big problem to them.The Length Approach is a totally new type method that primarily aims at difficulties of students' English learning for many years without the ability to use it,and tasks which inspire students to express true feelings and thoughts,in certain stage of learning it complies with the laws of Second Language Acquisition,by adjusting the length of composition and increasing the amount of writing gradually,encourages students to break the limits of learning,enhances the achievement of learning,improves self-confidence and writing ability even the whole English ability,and changes the knowledge of foreign languages to the ability of using the foreign language.So the appearance of Length Approach adds some fresh perspectives for writing teaching,which is more suitable for students' language output.Under the basis of Comprehensible Output Hypothesis,Constructivism Learning Theory and Affective Filter Hypothesis,this research focuses on exploring whether Length Approach has feasibility to be carried out in high school,whether in English writing teaching it has a positive impact on students' interest,confidence and writing ability.This thesis starts with analyzing the problems in current writing teaching and shows the significance of this thesis.And then the previous studies of writing teaching are sorted and summarized.Via the data from qualitative and quantitative analysis of the questionnaires and writing tests from the students in Grade Two of Pan Jin Senior High School,the results indicate that the Length Approach in EC can bring a better outcome.It is found that the Length Approach has greater feasibility in the teaching of English writing in high school;students' interest,self-confidence and writing ability have a definite progress compared with the CC.However,this research still has limitations,with the gathering of experience,reflection on writing teaching should be done and new perspectives of Length Approach should also be dug out in the future.