An Empirical Study On Recitation Input In English Writing Teaching Of Junior High School

As one of the four basic skills in foreign language,writing can not only objectively measure students' language ability,but also effectively promote the internalization of knowledge.Because of the poor situation in junior high school,some of the students have low scores in writing,for which one of the reasons is the insufficiency of language input.To solve this problem,the author puts forward the hypothesis that reciting model essays is an effective way to improve the English writing scores of junior high school students.Recitation is a traditional teaching method.Through recitation,learners can not only deepen their understanding of the target language,but also accumulate linguistic knowledge.This paper attempts to further explore the practical effect of recitation on improving the English writing ability of junior middle school student through teaching experiments.In this work,two questions will be answered as follows.Question 1:Does recitation input improve students'English writing scores?Question 2:What are the attitudes of the students in the experimental class towards the recitation input after experiments?A 18-week experiment from the beginning of September 2018 to January 2019 is carried out to explore the effect of recitation input on the writing scores of Junior high school student.104 students from two paralleled classes of Lianshan Experimental Middle School in Huludao City,were selected to took part in the experiments,including 52 students in the experimental class and 52 students in the control class.In order to explore the effect of recitation input on the writing ability of students,the recitation input method was employed in one class as the experimental class,while the traditional teaching method was adopted in the other class as the control sample.The experiments were carried out based on the input theory,frequency theory,memory theory and emotional filtering theory.In order to evaluate the specific effects of the experiment,we conducted the pre-test and post-test of writing in the two classes and questionnaire survey in experimental class.And SPSS software was used to analyze the data.In addition,along with the questionnaire conducted in the experiment,six randomly selected students from the experimental class were interviewed after the post-test to further understand the attitude and views of students towards recitation input.Through theoretical explorations and empirical researches,this paper shows that reciting model texts helps improve students' English writing scores.By using recitation input,the average score of the experimental class after the experiment is significantly higher than that of the control class.In addition,in the interview with the experimental class,it is found that most of students hold a positive attitude towards the role of recitation in English writing,and long-term adherence to recitation input is an effective and feasible way to improve junior high school students' English scores.