The Study On The Role Of Recitation In High School Student English Writing Competence

Middle school English teaching aims to cultivate the four essential language skills: listening,speaking,reading and writing,among which writing can most reflect students' linguistic knowledge and is an important standard to measure the comprehensive language proficiency.Writing is the process to produce and express language.During the process,students can combine the vocabulary knowledge,grammatical knowledge and syntactic structure to improve their language proficiency and language accuracy.However,writing has been a great difficulty in practical English teaching.Most of the students suffer from writing and find it a weak point in English learning.Many of them are lack of substantial linguistic knowledge and have problems with vocabulary and grammar.In the final analysis,it's because of language input deficiency.Recitation has always been considered as an appropriate learning method for Chinese learners.In order to explore the effect of recitation on English writing,many domestic experts and scholars have carried out a series of theoretical and empirical studies,suggesting that recitation as effective teaching methods should be widely applied in writing.Most of these researches focus on the teaching of English writing in university,and rarely involve the teaching of English writing in senior high school.Therefore,this paper will discuss the importance of recitation in senior high school English writing on the basis of previous researches.Based on Krashen 's input hypothesis theory,Bialystok' s model of language learning and Swain 's output hypothesis theory,this study attempts to explore the effect of recitation on senior high school English writing.The samples in this study are 103 students selected from two parallel classes in Grade One in Shandong JiGang Middle School.In terms of research methods,the experiment,questionnaire and interview are adopted.Before the experiment,a questionnaire survey is made simultaneously in both classes to know students' current writing level.During the experiment,a pre-test of English writing is performed in both classes so as to know students level of English writing.In order to prove the improvement of recitation on writing ability after two months,a post-test of English writing is held during the last week.Two vocabulary tests are conducted in both classes to know the improvement of vocabulary after a period of recitation.The purpose of two vocabulary tests designed at different stages of recitation is to verify whether the sequence of recitation will affect the consistency of recitation on vocabulary.The second questionnaire survey and the interview are held in experimental group to find the effect on the improvement of English writing after two months' recitation.The experimental results show that through reciting students can consolidate the vocabularies,enlarge the vocabulary,use more accurate grammar,and can apply more advanced grammatical structures and regular sentence patterns;language expressions become more authentic;the overall level of English writing has been greatly improved.This study confirms the importance of recitation in English writing.Finally,this paper points out the limitations during the research process and provides some suggestions for future study.