Research On The Teaching Strategies Of High School English Writing Based On Input Theory

Writing,as a comprehensive skill of language use,has always been a difficult and focused point in high school English teaching,and how to improve students' English writing skills has also been an important research topic in English teaching studies.Among all the influencing factors,input,which influences the quality and speed of learners' language acquisition,is regarded as non-negligible in second language acquisition.Krashen's input hypothesis,a detailed and comprehensive framework for ESL learning,offers significant implications for English teaching,and has been widely applied to English teaching ever since it was introduced in China.However,few studies have been conducted integrating this hypothesis in high school English writing teaching.This research aims to explore some practical strategies that could be applied to English writing based on the input hypothesis.This research intends to answer the following two questions through the quasi-experimental design:(1)What are the effects of writing teaching strategies based on the input hypothesis on high school students' English writing ability?(2)What are the effects of writing teaching strategies based on the input hypothesis on high school students' English writing attitude?In the study,90 students from two classes in the second grade of Shengze Middle School in Wenshang,Jining were selected as the experimental subjects.The experimental class had 12 weeks of writing instruction based on the input hypothesis;the control class were taught in the traditional model.The author collected and analyzed pre-test and post-test writing scores,and questionnaire surveys were also conducted.SPSS software was used to analyze pre-test and post-test statistics as well as questionnaire data.In the end,the author came the following findings.First,the writing teaching strategies based on the input hypothesis can effectively improve the senior high school students' English writing.Students' promotion in writing is reflected in three aspects: structure,grammar,and vocabulary.Secondly,the writing teaching strategies based on the input hypothesis bring substantial changes to students' learning strategies,cognitive thinking,and attitudes towards writing.The study proves the effectiveness and feasibility of applying strategies based on the input hypothesis in high school English teaching.This study provides implications and practical guidance for teachers to improve high school English writing.It is suggested that high school English teacher may try to use input based teaching method in their instruction of writing,and pay more attention to the quality and quantity of input so as to promote students' English writing ability.