A Study On The Effects Of Model Essay Recitation Based On Discourse Analysis On English Writing Teaching In Senior High Schools

English writing is considered as one of the four basic language skills and the reason why English writing ability of Chinese students stays at a low level is greatly connected with the inadequate input and a lack of discourse awareness.There are a small number of studies on the combination of discourse analysis and recitation,mostly focused on college students and English reading.This paper is concerned with the effects of model essay recitation based on discourse analysis on English writing in senior high schools and explores the effects on English writing fluency and accuracy caused by the teaching way of model essay recitation based on discourse analysis.Under the guidance of the input hypothesis,output hypothesis and discourse analysis theory,this thesis attempts to give answers to the following two questions:1)What effects can model essay recitation based on discourse analysis have on senior high school students' English writing fluency?2)What effects can model essay recitation based on discourse analysis have on senior high school students' English writing accuracy?Students of two classes in a Changsha senior high school participated in the teaching experiment.One of them was chosen as the experimental group,and the other was selected as the control group.The new teaching way of model essay recitation based on discourse analysis wasapplied to the experimental group and the control group just recited without the guidance of discourse analysis.After the research,the data was collected and analyzed with the help of SPSS 25.0.The major findings include the two parts below:1)The model essay recitation based on discourse analysis can effectively increase English writing fluency of high school students.Before the experiment,lots of students in the experimental group and the control group could not actually meet the examination requirements of the number of words and seldom used cohesive devices in English writing by analyzing their compositions.After the experiment,the experimental group produced more words during a specific time and used more cohesive devices than before.Moreover,the sum of words produced in the experimental group was significantly more than that in the control group.2)The model essay recitation based on discourse analysis can effectively increase English writing accuracy of high school students.Before the experiment,there were many mistakes in students' writing and their accuracy kept at a very low level in both the experimental and the control group.After the experiment,the sum of mistakes obviously reduced in the experimental group,including grammatical mistakes,spelling mistakes and inappropriate words and so on.And compared with the control group,the experimental group made fewer mistakes.This study serves as a supplement to relevant research of discourse analysis and recitation,and the results of this experiment not only verify the effectiveness of recitation based on discourse analysis,but also provide some reference and suggestions for high school English teachers in teaching of writing.However,on account of the short research period and the limited samples of participants,the conclusion of this experiment has some limitations.Research in the future should avoid these limitations and amplify the application field of the model essay recitation based on discourse analysis.