A Study Of Junior High School Students’ Application Of English Writing Strategies

English education in China often pays more attention to the cultivation of students’ language input ability,while the cultivation of output ability is easy to be neglected.The insufficient attention paid to the cultivation of students’ writing ability in middle school English education has resulted in that students’ English writing ability can not keep up with the development of their language ability and cognitive level.Therefore,the focus of teaching should be balanced in middle school English education,and the training of language output,especially writing ability,should be put in a more important position to improve students’ English level.Based on the research results of writing strategies at home and abroad,this paper uses O’ Malley and Chamot’ s questionnaire on writing strategies to investigate the overall use of junior middle school students’ English writing strategies.The specific research questions are as follows:(1)What are the strategies of junior middle school students’ English writing at present? Which strategies are commonly used and which are the least commonly used?(2)What are the main differences between high-score students and low-score students in the use of writing strategies?The results show that,firstly,the overall situation of junior high school students’ use of English writing strategies is not very satisfactory.The frequency of English writing strategies used by high-score group and low-score group students is not high,which indicates that junior high school students have weak awareness of usingEnglish writing strategies.Cognitive strategy is the most commonly used writing strategy for junior high school students,and social affective strategy is the least commonly used writing strategy.Secondly,there are differences in the use of English writing strategies between high-score group and low-score group students.Among them,cognitive strategies are the most significant differences between high-score group and low-score group students,while social strategies are the least.Based on the findings of the survey,the author suggests that teachers should train junior high school students to use more meta-cognitive strategies such as imitating model texts and extra writing,as well as cognitive strategies such as revising and initiatively using new words after writing,and social and emotional strategies such as consulting teachers,discussing with classmates and revising with classmates in future English writing teaching.For students themselves,they need to improve their selfconfidence and try to use some writing strategies actively.