A Study On The Application Of Corpus-Based Teaching Model In English Writing Teaching In Senior High School

Learner autonomy plays an important role in English learning,which affects the learning process and achievements.Holec(1981)proposed that learner autonomy is the ability to control one’s own learning,which includes setting up their learning objectives,making learning plans,choosing learning strategies,controlling process of acquisition and self-assessment.As a comprehensive skill,English writing sets higher requirements for learner autonomy,which involves students’ mastery of various aspects such as vocabulary and grammar.However,in traditional English writing teaching,students don’t pay adequate attention to the course,they use limited learning materials that are lacking in language input.Such situations are not conductive to the development of learner autonomy.Therefore,it is imperative to improve the traditional English writing teaching in senior high school.In recent years,many researchers have applied the corpus to the language teaching.They believe that the corpus has the characteristics of large capacity and authentic language information which can provide a new perspective for English teaching.The author takes Krashen’s input hypothesis theory,constructivism and humanism as theoretical basis,and applies a corpus-based teaching model to English writing teaching in senior high school to explore if this model plays a positive role in the development of students’ learner autonomy in English learning.The subjects in this experiment are 100 students from two classes in the first grade of a senior high school in Liaoning Province.The experimental class adopts the corpus-based teaching model,while the control class uses traditional English writing teaching method.This research uses the same questionnaires before and after the experiment as the primary research instruments,supplemented by classroom observation and interviews.The research proves that the corpus-based teaching model can effectively improve students’ abilities to set up learning goals,to make learning plans,to choose learning strategies and to do self-reflections,so as to improve students’ learner autonomy in English learning.The research testifies the feasibility and necessity of the application of the corpus-based teaching model to English writing teaching in senior high school.However,because of the small number of participants and the short experiment duration,there are still some inevitable limitations in this research,which need to be improved in the future teaching practices.At last,the author gives some suggestions about the application of corpus-based teaching model in future English teaching and researches.