A Study On The Application Of Anchored Instruction In English Writing In Senior High School

English writing is one of the important tasks in English teaching and language training.It is also an important evaluation system in language learning.However.English writing teaching is the weakest part in English teaching in senior high school.The average score of English writing is between 13 and 16 in China College Entrance Examination in recent years.It means many students fail the examination of writing.The author discovers that students are bored with English writing and they don’t know how to do in the process of English writing through the questionnaire survey.They don’t find a correct method to improve their writing scores.Teachers think it is hard to find an effective method to teach students English writing.As a result,the research applies anchored instruction to English writing in senior high school,so as to discuss the effect of anchored instruction on English writing.Anchored instruction is a new teaching method based on the constructivism,situated cognition and zone of proximal development.It shows the real situation in a narrative story through the videos and other multimedia technologies.Students find the problems hidden in the story,and then analysis the problem and at last find out the answers by autonomic learning and collaborate learning.Students are main bodies and teachers are guiders and helpers in the whole learning process.Scholars in western countries attach great importance to anchored instruction.This teaching method is applied to political teaching,math teaching and other teachings at home.There are few researches which apply it to English writing in senior high school.So the thesis studies the application of anchored instruction in English writing in senior high school.The thesis discusses the following questions:1)What is the effect of anchored instruction on students’ scores of English writing?2)In which aspects do anchored instruction model affect students’ scores of English writing?3)What is the effect of anchored instruction on students’ attitudes to English writing?The research instruments in this thesis are the test,the questionnaire and the interview.The experiment lasts for 18 weeks.The subjects come from two classes in senior one from a senior high school in Yingkou.The two classes are experimental class(EC)and control class(CC)respectively.At first,the author gives two classes’ students pre-tests and the first questionnaire.The aim of pre-test is to know students’ writing scores,which can ensure the students in two classes have the similar English writing abilities.The aim of the first questionnaire is to know students’ attitudes to writing.Then the English teacher teaches students in experimental class writing with anchored instruction for 18 weeks,and the same teacher teaches students in control class writing with traditional teaching method for 18 weeks.At last,the author gives the students’ post-tests.The aim of post-test is to examine the change of students’ scores.The author gives students in experimental class an interview and the second questionnaire.The aims of the interview and the questionnaire are to examine the changes that students’ attitudes to writing and in which aspects anchored instruction affect students’ writing.The data of the experiment are analyzed by SPSS 21.0,which uses independence sample T-test and paired samples T-test.After 18 weeks of empirical study,the author finds that the score of English writing in experimental class has an obvious improvement compared with the score in control class.One of the findings is students in EC make a significant achievement in the aspect of wording,content,structure,coherence and grammar in English writing,especially in the aspect of wording and content.And the students’ attitudes toward English writing have an obvious change.They change their attitudes from avoiding writing to learn English writing actively.Finally,the author proposes some implications and limitations of the research.