The Application Of The Krashen’s Monitor Theory In English Writing Teaching In Junior High School

As an important English skill,the ability to write in English is great important to junior high school students and is an important measure of students’ overall English skills and the effectiveness of teaching in the English language curriculum.However,the author’s investigation in the actual teaching of writing found that the current phenomenon of teaching writing has many shortcomings,such as,students have weak basic knowledge of writing,rarely gain a sense of success,and also lack effective writing training and guidance.Moreover,most teachers place more emphasis on language knowledge and grammar,leaving writing teaching out of the overall teaching design.This approach to teaching writing is not conducive to improving students’ performance in writing.However,since its inception,Krashen’ monitor theory has had a wide impact on foreign language teaching.By applying Krashen’s monitor theory to classroom teaching and learning,the teaching of writing will complete a change from a focus on outcomes to a focus on both process and outcomes.Providing a theoretical and practical basis for teaching English writing in junior high school.Based on Krashen’monitor theory,this study aims at exploring how the monitor hypothesis,the input hypothesis and the affective filter hypothesis can be incorporated into the design of junior high school English teaching to improve junior high school student’ English writing skills through questionnaires,tests,and interviews and a four-mouth classroom observation.The research questions of the study are:1.what are the effects on Krashen’s monitor theory on the students’ writing proficiency in junior high school?2.What are the effects on Krashen’s monitor theory on the students’ writing interest in junior high school?3.What are the effects on Krashen’s monitor theory on the students’ writing habits in junior high school?The subject of this study are a total of 80 students from Class 1 and Class 4 of Grade7 in the experimental high school attached to Qinghai normal university,Class 1is the Experimental Class and receives the new style of writing instruction under the guide of the Keashen’s monitor theory.Class 4 is the Control Class and receives the traditional writing instruction.The experimental data was collected through research tools such as questionnaires,interviews,test and class observation,and then was statistically analyzed using SPSS 22.The results of the experiment showed that the Experimental Class performed significantly better than the Control Class,indicating that the application of Krashen’s language monitor theory to the teaching of English writing in junior high school can significantly improve students’ writing skills.In English writing teaching,students can learn about and apply Krashen’s monitor theory,which can improve their grasp of writing topics and their writing performance.In addition,Krashen’s monitor theory can also enrich students’ background knowledge of writing,stimulate students’ interest in learning,optimize students’ learning strategies,make students confident and form good writing habits,while the conclusion of the thesis also provides teaching insights for teaching English writing at the current stage of junior high school.