Application Of Recitation And Imitation Teaching Method To English Writing In Junior High School

Writing,as an important part of language output,can not only reflect the comprehensive language applied ability,but also an important means of communication.English Curriculum Standard for Fulltime Compulsory Education(Wang Yi,2016)requires that students should develop their comprehensive English language ability,while writing is always ignored by teachers and students in the teaching practice of junior high school in China.This situation seriously hinders the full implementation of English teaching goals in the basic education.At present,there are many problems generally in junior high school students' English writings,for example,grammatical mistakes,structure disorders and mother tongue interference.Regarding this situation of students' writing and writing teaching,this study attempts to apply recitation and imitation writing teaching method to English writing in junior high school to test whether recitation and imitation writing method can improve the accuracy and effectiveness of junior high school students' English writing,and puts forward two questions as follows to explore:(1)the effects of recitation and imitation teaching method to writing on English writing proficiency(accuracy,fluency and complexity)of students in junior high school;(2)whether recitation and imitation teaching method to writing affects students' attitude towards recitation and imitation writing method,and students' confidence in English writing.Subjects in this study are 101 students from two parallel classes of Grade Eight in Wuwei No.13 Middle School.They are the experimental class(EC)and the control class(CC).The experiment lasts 16 weeks.The students in the EC accept recitation and imitation teaching method to writing,while the students in the CC are taught in a regular way that is the process writing approach.In order to analyze the specific teaching effect,the pre-test and the post-test of English writing are carried out in the two classes respectively and then questionnaires are conducted to know students' attitude towards recitation and imitation writing method and students' confidence in English writing before and after the experiment.Writing proficiency of students in the EC and CC is measured after the experiment.SPSS(22.0)software is used to make the statistics analysis of obtained data.In addition,eight students in the EC are interviewed to understand students' attitudes and views on recitation and imitation writing method further after the end of the post-test.After the experiment,the author draws the following conclusions:(1)The results of Independent-Samples T Test and Paired-Samples T Test of this two classes' English scores in the pre-test and post-test imply that recitation and imitation writing method can improve students' writing proficiency and syntactic complexity has been improved most.(2)The results of a comparison between the two questionnaires of EC and the results of the interview with the eight students in the EC indicate that recitation and imitation writing method effectively affects students' attitude towards recitation and imitation writing method and students' confidence in writing has been improved.Thus,recitation and imitation writing method is useful and effective for English writing teaching in junior high school,at the same time,this teaching model certainly has some limitations,so the author hopes more and more scholars can make a further exploration and study in this filed.