An Empirical Study On The Improvement Of English Writing In Senior High School From The Perspective Of Length Approach

Writing has always played a very important role in English learning.However,the teaching methods have not played a positive role in promoting the teaching of writing.Especially writing,as a way of language output,is very important to the Second Language Acquisition.The Length Approach emerges as a teaching method and it was used to promote the writing learning.Length Approach is a way to improve students’ interest in writing by writing long articles.This method requires students to promote learning by writing.It can help students overcome the obstacles in writing,improve their comprehensive ability of using English and cultivate their language output ability.Therefore,based on the Output Hypothesis and Affective Filter Hypothesis,the author chooses the Length Approach as the teaching method to teach English writing.This paper mainly discusses whether Length Approach in English writing can have an impact on students’ learning of English writing in senior high school,including the following two aspects: First,compared with the method of writing teaching,can Length Approach improve students’ English writing ability in senior high school effectively;Second,can Length Approach improve students’ confidence in the learning of English writing in senior high school.The study intends to use questionnaire and test to carry out experimental research on senior two students in a high school in Harbin.Two parallel classes,class(12)and class(13),were selected as experimental subjects.The experimental period lasted for 12 weeks.In the process of the experiment,class(12)is the experimental class,and the Length Approach is introduced into the class to teach students writing.Class(13)is the control class,use the traditional method to teach writing.The subjects were asked to complete a questionnaire and a composition test before the experiment.And after the experiment,data analysis of the questionnaires and test scores before and after the experiment can be made,and the result is Length Approach can effectively enhance the confidence and writing ability of the students in the experimental class,and this method is widely accepted by the students.Therefore,the author’s research shows that the application of Length Approach in English writing teaching in senior high school is effective,which can positively promote students’ writing performance.