A Research On Teachers' Communicative Strategies In Junior High English Writing Classes Based On The Exploration Of Students' Personal Writing Contents

In junior high school English classes,writing is not only a means of language practice,but also a language skill that students need to develop.However,currently,many junior high school English teachers only regard writing as a means to practise language,and they ignore the training of students' writing skills and pay less attention to students' writing motivation.Researches show that promoting the development of students' personal writing contents can strengthen students' English writing motivation.Based on the mediation theory and interaction hypothesis,this study aims to investigate how English teachers' use of communicative strategies influence the development of students' personal writing contents by employing questionnaire,classroom observation and content analysis on teachers' teaching reflection.The research objects include English teachers in S junior high school.The following research questions are to be answered based on research: 1.What kind of communicative strategies are used by the teachers? What influence do these communicative strategies have on students' development of their personal writing topic? 2.What are the factors that influence the teachers' employment of the communicative strategies that can facilitate the students' development of personal writing topic?The research findings show that: in the process of guiding students to develop their personal writing contents,teachers can use the strategies of questioning and feedback but they differ significantly in choosing specific strategies.To facilitate students to develop their personal writing contents,the teachers holding that the nature of writing is to express personal experience and thoughts can use the communicative strategies such as raising referential questions with clear purposes,sequencing questions logically,refining and simplifying questions according to students' writing needs,distributing questions properly among students,and probing on details to elicit more specific writing contents.While the teachers who can't really understand the nature of writing often do some formal questioning interactions and tend to give feedback to students' use of language form,which hinder to help the students to think and express their personal writing contents.The teachers' improper use of classroom communicative strategies may be caused by the following factors: 1)teachers' inadequate understanding of students' writing needs,i.e.why,what and how to write;2)partial understanding of the goal of writing teaching,regarding writing just as a means of practice language form;3)teacher's inadequate understanding and competence of developing personal writing topic.The enlightenment of the study is: 1)teachers need to build up an interactive atmosphere in classroom which is beneficial to help students develop their personal writing contents;2)the interactive process of developing students personal writing contents is dynamic and generative,so teachers should adjust communicative strategies according to students' writing need;3)teachers should improve their ability of communicative competence in classroom discourse.