Application Of Communicative Context Writing Theory In Senior High School English Writing Teaching

With the rapid development of modernization and information technology,the ability to communicate in writing is becoming more and more important.Writing is not only a course,but also a life skill that needs to be mastered.English writing class in senior high schools has caused more and more attentions of some scholars and teachers.Some teachers also conducted some effective innovations in writing teaching modes,and achieved some fruitful results.However,in current writing class,most teachers pay more attention to students’ writing results and ignore the role of writing function,even some teachers think that writing lessons are time-consuming.Correspondingly,students’ learning interests in writing are low;writing enthusiasms are not strong;the writing behaviors are improper.In view of this situation,this thesis attempts to apply the theory of communicative context writing into English writing classes in senior high school,aiming at providing a feasible reference for senior high school teachers.Based on the Communicative Context Writing Theory,the author applied the theory of communicative context writing teaching to high school English writing teaching by creating real situations,carrying out collaborative learning,implementing process intervention,dialogue and other teaching strategies,and explored the application effects of Communicative Context Writing Theory in senior high school students.This thesis mainly answered the following three questions: 1)What effects does the Communicative Context Writing Theory have on students’ attitudes in English writing? 2)What effects does the Communicative Context Writing Theory have on students’ English writing behaviors? 3)What effects does the Communicative Context Writing Theory have on students’ English writing abilities?The author chose the two parallel classes from the third grade of Yangqiao Senior High School in Anqing city,which were regarded as the research sample in this thesis.The number of each class students was 50,altogether 100.The whole period of the research lasted for three month.The quantitative research method and qualitative research method were combined by the author.English writing test papers and questionnaires were employed as the research instruments.The data were collected from questionnaires results and students’ English writing tests before and after the experiment.These data were used to conduct comparative analysis in order to prove whether the Communicative Context Writing Theory analyze can be effectively applied in English writing class teaching in senior high schools with the help of SPSS23.0.Through the comparative analysis,the thesis shows that,firstly,the application of Communicative Context Writing Theory has positive effect upon students’ English writing attitudes in senior high schools,and the communicative context writing teaching has improved students’ writing confidence,writing enthusiasms and writing interests;secondly,the application of Communicative Context Writing Theory can influence students’ English writing behaviors,which is reflected in four aspects:collecting materials,making outlines,revising compositions and summarizing phrases and sentence structures;thirdly,after the communicative context writing teaching,students’ English writing abilities have been significantly improved in terms of writing content,language,organization and vocabulary.In a word,the application of the Communicative Context Writing Theory has a positive effect on English writing teaching in senior high schools.