The Empirical Study On The Application Of The Recitation-Imitation Method To English Writing Teaching In Senior High School

English writing is not only an important part of high school English teaching,but it is also an effective means to inspect students' language integrated applied ability.However,students' writing is inefficient and time-consuming as a result of the single writing teaching model,attaching importance to writing results instead of writing process.So,how to improve students' English writing ability of in high school has become a focus among English teachers and scholars.Based on input and output theory,the imitation theory of behaviorism and memetics,this research explores whether the recitation-imitation method can effectively improve the English writing ability of high school students.Through the recitation,students increase their language input;through the imitation,students practice the language output writing training.Recitation is the basis of imitation while imitation is the sublimation of recitation.The process of the recitation to the imitation is the process of input to output,involving both the internalization process of the language input that students make use of with their existing knowledge and experience,and the re-creation and externalization process of the language output for them,thus helping them to develop their English writing level.In order to explore whether the recitation-imitation method is effective,the experiment selects 79 students from two parallel classes in a middle school in Jiujiang City,Jiangxi Province(39students from the experimental classes and 40 students from the control class)as research subjects to conduct a two-month experimental research by employing questionnaire survey,experiment teaching,interview and ect.The research includes the following main contents: 1.Can the recitation-imitation method change the writing attitude toward high school students or relieve their writing anxiety? 2.Can the recitation-imitation method stimulate high school students' writing interests? 3.Can the recitation-imitation method improve students' writing proficiency in high school?After the experiment,the data collected before and after the experiment is sorted into SPSS 17.0 with the paired sample T test and the independent sample T test for the quantitative analysis.In addition,the questionnaire data and interview records collected before and after the experiment are analyzed quantitatively and qualitatively with Excel.The results show that the recitation-imitation method applied in the experimental class can improve the writing level of high school students more than the traditional teaching method adopted in the control class: the writing performance of students in the experimental class is higher than that of students in the control class.The results of questionnaires and the interview indicate that the recitation-imitation method exerts a positive influence on the English writing attitude of high school students;it relieves the writing anxiety of high school students and stimulates their writing enthusiasm.It is concluded that the recitation-imitation method is an effective writing method for English writing in high school.This research provides a new perspective for English writing teaching in high school.