On The Application Of Retelling Strategy For English Writing Teaching In Senior High School

The Senior High School English Curriculum Standard(experimental)(here is referred as to the Curriculum Standard)clearly pointed out that the stress of the English curriculum revolution is to change the situation that teachers pay more attention on knowledge of language.While they always ignore the students' usage of language,in other words,current English teaching is lack of the awareness to cutivate students to use language in the real environment.” Under the premise of exam-oriented education,the proportions of four language skills in language teaching: listening skill,speaking skill,reading skill and writing skill are out-of-balance.Majority of Senior High School teachers pay more attention on dealing with reading materials,particularly the teaching of language knowledge.They seldom focus on writing teaching.On the basis of Kristen's Input Hypothesis,Swain's Output Hypothesis and the Information Processing Theory,this research combines rehearsal strategy with writing teaching and finds out it is reasonable.This reserach is mainly carried out around the following three questions:1.Can the application of rehearsal strategy in the writing teaching change the students' attitudes towards writing?2.Which aspects can be improved for students' writing ability effectively using the four methods?3.Does the thematic vocabulary retelling method improve the writing ability of students?Research Procedure: 1.we made a questionnaire in the 155 class;2.The teaching is carried out with several retelling strategies respectively;3.The experiment aims at the teaching of the thematic vocabulary.After finishing teaching,students will be divided into top students,students with average academic achievements and students with learning difficulties according to the examination performance.Three students will be chosen from each level.And they will take part in interview separately.In order to ensure the reliability of research,the author use the same questionnaire to investigate the students when students begin study for about one week,and after the last term,we will investigate them using the samequestionnaire.Then we collect and analyze the questionnaires to acquire the students' preference degree of these rehearsal strategies and their attitudes towards this teaching method.At the same time,we analyze students' writings from five aspects,in order to analyses which aspects are much higher influence than the rests.Contrasting students' writing in the two examinations,then we analyze which aspects will be improved for students' writing through this teaching method.Through a semester experimental study,the study shows that the majority of students like key words and phrases,graphic method and sequential rehearsal method;a small number of students think that this method is common and boring.But generally speaking,students have begun to think of this method,they consider that this method is very helpful to writing,such as making up the theme,choosing vocabularies,increasing more words and the correcting grammar.The thematic vocabulary rehearsal strategy also plays a significant role in students' writing process.Students in different levels have made different progress.For students above medium,they have got remarkable progress in their writing.While for students in the middle and lower levels,it has a positive effect on their vocabulary promotion.