The Effect Of Recitation And Writing From Memory On Junior Middle School Students’ English Writing Proficiency

English writing is an important part of English teaching,but it is a relatively weak part for most students to master.It is mainly manifested in insufficient vocabulary,weak grammar knowledge and Chinglish problems,which ultimately lie in a serious lack of language input.Many domestic experts and scholars have carried out a series of theoretical and empirical studies.They believe that recitation and writing from memory,as an effective input,should be widely used in writing teaching.However,most of these studies are aimed at college English writing teaching,and there is little research on junior middle school English writing teaching.Therefore,this paper attempts to explore the effect of recitation and writing from memory(hereinafter referred as RWM)on junior middle school students’ English writing proficiency and raises the following research questions:1)Can RWM help improve junior middle school students’ English writing proficiency?2)In what aspects does RWM influence junior middle school students’ English language writing?3)What is the change of junior middle school students’ attitude towards RWM after the experiment?In this study,71 students were selected as the research subject.Class 3 was randomly selected as the experimental class and Class 5 as the control class.Before the experiment,the two classes were given a pre-writing test and a questionnaire was conducted in the experimental class.During the experiment,the students in the experimental class were required to recite and write the texts from memory while the control class was not required.After the experiment,a post-writing test was conducted in the two classes,and the questionnaire was conducted again and an interview were conducted on the selected 9students in the experimental class.After data collection,SPSS 23.0 was used for analysis to test the effect of recitation and writing from memory on junior middle school English writing proficiency.The experimental results show that there is no significant difference in English writing level between the two classes before the experiment,but the writing level of the students in the experimental class has improved significantly after the experiment.The students have improved the accuracy of the composition through RWM training.The accuracy is shown in the following aspects: the accuracy of grammar used by students has been improved,and many sentence patterns can be used correctly;Chinglish has beensignificantly reduced;students can use words and phrases accurately in writing;mechanical errors such as case,format and spelling of words are significantly reduced.In addition,most students lacked understanding,interest and confidence in RWM training before the experiment.However,after the experiment,most students were familiar with RWM training and had interest and confidence in it.Therefore,it is an effective and feasible way to improve junior middle school students’ English writing level to insist on RWM training for a long time.To some extent,this study enriches the empirical study of RWM,and provides some implications for future English teaching practice.At the same time,there are many defects and deficiencies.The design and conclusion of this study need to be further explored and improved.It is suggested that the future research can make up for the deficiency of this study by expanding the sampling range and number of research samples,extending the research time and providing students of different levels with recitation and writing from memory materials of different difficulty.