Action Research On Cultivating High School Students' English Writing Ability Based On CLIL4Cs Framewor

English teaching of writing is increasingly valued in these years and English writing holds a top statues of language output,which also functions as a crucial means to measure learners’ English learning competence.The Content and Language Integrated learning Method(CLIL),considering the cognitive and communicative feature of English learning,was combined with the writing teaching in Senior High school.By the combined learning of knowledge and content,the learners can no longer regard English improvement as their utmost goal merely,but see language learning as a key process to help them explore the world knowledge.The establishment of situation is the core content of CLIL,including a suitable and vivid atmosphere,which can help the learners train their interest,cultivate their writing thoughts and develop their competence of language using.Coyle proposed a framework of 4Cs teaching principles for CLIL in1999,namely Content,Communication,Cognition and Culture.By integrating CLIL4 Cs principle into the teaching of English writing in senior high schools,teachers can continuously improve students’ cognitive and communicative abilities of English language and develop their intercultural communication level through the arrangement of various writing classroom activities.This paper takes students from two classes of grade 2 in senior high school in Taian as the research object.One class was randomly selected as the experimental class(53 students),the other class was chosen as the controlled class(50 students).The experiment was held from September,2021 to January,2022 to explore:1.How does the writing teaching method guided by CLIL4 Cs framework influence students’ attitude toward English writing?2.How does the writing teaching method guided by CLIL4 Cs framework influence students’ writing competence(language,content,structure)?To examine the influence of CLIL on students’ English writing ability,quantitative research was used in this study,then supplemented by qualitative research method.What’s more,the research uses SPSS25.0software to analyze the difference of pre-test and post-test scores between the experimental class and controlled class.Through the analysis of the experimental data,we found that:1.Under the guidance of CLIL4 Cs framework,Teachers’ teaching exerts influence on students’ English writing attitude.Students’ English writing attitude is more positive than before.2.Compared with the controlled class,Students’ writing competence in the experimental class has improved a lot.This study discusses the using of CLIL in the field of writing teaching of senior high school in China,which serves as the facilitator for the exploration of writing teaching method as well as a reference to the diversified exploration of CLIL in senior high school.