The Application Of Anchored Instruction Approach In English Writing Teaching In Junior High Schools

The Compulsory education of middle school English curriculum standard demands the junior school students can finish the English writing within stipulated time.At the same time,it also requires that students should use accurate words and fluent sentences in the composition.English writing occupies a large part of the proportion in the exam and it is also the difficult point of teaching.However,a great number of teachers consider that it is difficult for students to improve their English writing level and ability in a short time.Thus,it is a very meaningful thing to find an effective method to improve students' English writing ability and inspire their interest in writing.The students from two classes of Grade Nine in Zhejiang QiuShi Middle School were selected as the studying objects.The whole comparison experiment was carried out by means of test,interview and questionnaire.The main research questions of this study include the following two aspects: First,after the application of anchored instruction,which aspects of writing do the students improve? Second,after accepting the teaching method of anchored instruction,how the students change their attitudes towards English writing?In this study,one class is the control group,the other is the experimental group,and there were both forty two students in each class.During the teaching experiment,the experimental group will apply the anchored teaching method and the teacher in the experimental group will use different types of anchored instruction according to the teaching content to create different teaching situations and guide students to explore and understand the contexts.At the same time,the author also makes research by using the SPSS statistic software to calculate the pre-test and post-test results of the two classesrespectively to get the comparative analysis result of the two classes' mean values,independent samples t-test and paired samples t-test.Combining with data analysis and interview results,the results of this research show that:1.According to the result of the experiment data,in the pre-test,the bilateral coefficient of significance test value is 0.087,which means the two groups in writing are in the same level before the experiment.However,after a semester of training,with the help of anchored instruction teaching method,the experimental group students' writing scores are improved significantly.At the same time,in the post-test,the bilateral coefficient of significance test value is 0.031.We can see that writing scores are appeared significant differences between the experimental group and the control group,and the writing scores in experimental group are higher than the control group significantly.2.Through the interviews for students,we can find the experimental group students' attitude and interest towards English writing have changed obviously.Students are no longer afraid of English writing anymore,anchored instruction makes students participate in whole teaching process actively,and it has obvious promoting effect to change their learning attitude and interest in English writing.Finally,we can get the conclusion that anchored instruction approach is an effective teaching method and we should promote it in the junior high school English writing class.