Study Of English Writing Strategy Training For Senior High School Students

In 2018,China's Ministry of Education launched the newest Edition of English Curriculum standard for Regular High School.The concept of language ability--listening,speaking,reading,writing and viewing,is specified.It would be necessary to follow the guidance of the curriculum standard.At the same time,developing students' ability of using the writing strategy reflects the Subject Core Competencies.The author,based on the cognitive model of writing,will divide writing procedure into three stages: planning(pre-writing),formulation(while-writing)and revision(post-writing),which also involve typical strategies.More specifically,writing strategies include cognitive strategy and regulative strategy.The research aims to explore if the writing of strategy-based instructions can promote the writing performance of high school students and how to improve teachers' abilities of writing teaching.Therefore,it mainly discusses the following two questions:(1)what is the difference of the senior high school students' writing strategy?(2)what is the relationship between writing strategy and student's writing performance?Considering the above issues,on the foundation of the related theory,this experiment which has lasted 16 weeks is conducted in Foshan No.1 high school.The subjects are from two parallel classes in Grade one;Class 12 is named the experimental class(EC)while class23 is the control class(CC).Questionnaire,writing test,interview and the teaching experiment are used in the study.This research can be divided into four steps.First of all,the author adopts the instrument of pre-questionnaire and the pre-test for EC and CC before the experiment.And then,the first interview is conducted only in EC,which aims to know students' attitude to English writing and writing strategy.Secondly,during the experiment,all students use the same textbook(Senior English Student's Book1 Published by Beijing Normal University Press)and worksheet(weekly newspaper).Other variables being unchanged,different ways of writing teaching are applied to EC and CC.Writing strategy for English writing teaching,focusing on the process-oriented,are used in EC;traditional teaching methods,focusing on the product-oriented,are used in CC.Thirdly,at the end ofthe experiment,except for the post-test,the second questionnaires and the interviews are conducted only in EC,which aims to know students' attitude to writing strategy after the experiment.Finally,with the software,SPSS 22.0,all the data are collected and analyzed accurately and objectively.After analyzing the results,we get to the conclusion that:(1)Strategy-based instruction does have a positive effect on students' confidence.(2)The writing strategies have a significant impact on students' writing performance.Finally,based on the research findings,some suggestions from aspects of the school,teachers,and students are proposed in this thesis.The school should actively organize activities for students to experience writing activities and increase writing strategy training activities for teachers.For teachers,according to the three stages of writing strategy training,they should choose the suitable activities to complete the writing task.It reflects that students play the main role in writing activities.For students,they should apply the cognitive strategy and the regulative strategy on the writing process.