| With the development of international exchange in economic and culture,English,as the lingua franca,is widely used and learned by people.In large extent,writing competence can reflect one's English proficiency and communicative ability.However,it's not optimistic in the practical teaching of writing in junior high schools.The classes are still teacher-centered and the students have to receive knowledge passively.Most students show low confidence and interest or even resistance on English writing.Thus,their writing competence is commonly poor,which mainly shows in frequent grammatical errors,logical confusion and lack of vocabulary,etc.Therefore,this study tried to apply dictogloss in English writing classes to improve junior high school students' writing competence through sufficient input of listening,which was on the base of full investigation on the present situation of writing in junior high schools and literature of dictogloss at home and abroad.The theoretical supports were comprehensible input hypothesis,comprehensible output hypothesis and cooperative learning theory.Dictogloss,proposed by Wajnryb,is a text-based,task-based and learner-centered method,which aims at helping learners pay attention on both the form and the meaning of language and develop their competence of accepting and producing.In this teaching experiment,the teacher firstly gave the writing topic and background knowledge,and then supply some language points,such as words,phrases or expressions,etc.Next,the teacher read the passage with the same topic at normal speed for three times and the students quickly noted down the key information during listening.And then they were divided into groups to discuss and reconstruct the passage by using the scattered fragments of language they had written down.Their reconstructions should be as close as the original one but not the simple repetitions.Finally,the teacher and all students worked together to analyze and correct every group's composition.During this process,the teacher not only gave feedback to every composition,but also paid attention to the explanation of writing skills and method.At the same time,the teacher would help students to master and strengthen the language points.The whole study was carried out in the forty-fifth middle school in Lanzhou.There were 71 subjects from two classes of Grade nine and they had similar background of English learning.The controlled class had 35 students and the experimental class had 36 students.These two classes were taught by the same English teacher.The topic,background knowledge and language points given in each class were same.In addition,both classes hadnearly same class schedule.The difference was that the teacher employed dictogloss approach in the experimental class but applied traditional teaching method in the controlled class.Students in the controlled class needed to finish the composition independently and then accepted evaluation only from the teacher.Before the teaching experiment,the author conducted a writing pretest and a questionnaire in both two classes to investigate subjects' present English writing competence and learning attitudes.After finishing the experiment,the writing post-test was carried out in both two classes,and then the author gave out another questionnaire in the experimental class to examine students' changes in attitudes towards English learning.Through comparing the data of two tests and two questionnaires,the results of this study were as follows.Firstly,the dictogloss approach had great effects on improving junior high school students' English writing competence.Secondly,students' competence of organizing and using vocabulary when making compositions improved a lot by applying dictogloss in English writing classes.Thirdly,dictogloss could develop students' positive attitudes towards English writing.The experimental results have some enlightenment to the future teaching,but there are still some limitations,which need to be further explored and perfected. |
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