The Effect Of Frequency In Reading And Writing Tasks On The English Writing Of Junior High School Students

Writing is an important part of English,it is the focus of English for the senior high school entrance examination,and it is also one of the difficulties in English teaching for a long time.As an important way of language output,English writing can examine students’ comprehensive language skills.This study on the effects of frequency on the writing ability of junior high school students in English reading and writing tasks is based on the study of frequency effects at home and abroad.It is guided by input hypothesis theory,output hypothesis theory and attention theory.The role of frequency in English reading and writing tasks,in order to have some inspiration for English writing teaching,and learn from.A study was conducted on 90 junior high school students from two natural classes in a middle school in Shouguang City.The same English reading and writing task was repeated three times in a period of 9 weeks.Each time,the same article was read and written for the corresponding topic.Using the teaching experiment method and the interview method,the author deeply explores the fluency and accuracy of the frequency function on the English writing of junior high school students and the impact on the overall writing quality of students with different English proficiency,and also discusses the students’ emotional attitude changes for the teaching mode of frequency writing.The results of the study show that the repetitive reading and writing task effectively improves the fluency,accuracy and overall writing quality of the writing.Compared to the second writing score,the third writing in the high-level group still made significant progress,but the low-level group stopped in the second writing.The study also found that in the three writing tasks,there was always a significant gap in the writing quality between the high and low level students.Judging from the results of the interviews: Most students have a positive attitude towards this repeated combination of literacy and writing,and believe that increasing the frequency of writing helps a lot of writing.Of course,due to time and condition constraints,research still has shortcomings.For example,due to manpower and time constraints,the scope and number of interviews are limited;the study only refers to junior high school students with low English proficiency,and the sample size is limited and representative.Future researchers need to further expand the breadth and depth of research.However,overall,this study has basically achieved the expected goals,and the results are satisfactory.It can provide new ideas for writing teaching for English teachers and educational researchers in the first-line junior high school,and provide useful practice for improving students’ English writing ability.