A Study On English Writing Teaching Based On Post-method Theory In Senior High School

In the process of English learning,listening,speaking,reading and writing are the four basic skills for learners.English writing is comprehensive manifestation of listening,speaking and reading.According to The National Matriculation English,the change of writing types and scores put a higher demand on senior high students' writing proficiency.The writing achievement plays a crucial role in the English test of college entrance examination.However,it can be seen that students tend to gain the low writing scores relatively.Traditional English teaching mainly focuses on vocabulary and analysis of grammar.The teaching approach is fixed and single,which leads to the lack of vitality in the writing teaching and reduces the students' interest in writing.Therefore,the English writing teaching situation has been not optimistic at present in senior high school.The teaching belief of post-method theory is a reflection on the traditional English teaching approach.Kumaravadivilu(1994)first put forward ten macro-strategies and three parameters as the post-method theory framework to guide English teaching.In order to improve the efficiency of English writing teaching in senior high school,this study attempts to apply the process-genre approach to writing teaching under the guidance of the post-method theory.This study focuses on three research questions: Firstly,what are the effects of writing teaching on students' writing strategies based on post-method theory? Secondly,what are the effects of writing teaching on students' writing anxiety based on post-method theory? Thirdly,what are the effects of writing teaching on students' writing proficiency based on post-method theory?There are eighty-three students from two parallel classes in Liaodongwan Senior High School as the research subjects.Students in the experimental class are taught by the writing teaching based on the post-method theory,while students in the control class are taught by the traditional writing teaching approach.This research is conducted for three months.The experimental data were collected in the way of questionnaire,interview and test from quantitative and qualitative perspectives.Finally,the SPSS 25.0 is used for analyzing the experimental data.Thus,the results of data analysis are obtained.The experimental results show that writing teaching based on post-method theory can improve students' writing strategies.Students' meta-cognitive strategies,cognitive strategies and social emotion strategies have been changed.Besides,it can alleviate students' writing anxiety and enhance their writing self-confidences and interests.At last,students' writing proficiency can be improved.Therefore,it is suggested that the post-method theory is feasible to guide senior high school English writing teaching.Although this study has some limitations due to various and uncertain factors,it will provide some empirical references for senior high school English writing teaching research in the future.