Research On Recitation Strategies In English Learning At Middle School

Reading aloud and recitation are both traditional methods of language learning. However, this method is not taken seriously in the research of second language acquisition. Moreover, recitation and mechanical memorization without comprehension are apt to be confusing. Researches on the strategy for recitation are very few in China. There are some research papers which are involved with the subject of recitation and in which the method of language input and the method of language output are independent. And there are few researches on the process of application for the strategy of recitation. This article discusses the role the application for the recitation strategies played in English learning, and emphasizes the role the input of language played in the output of language. All stages of the implementation process of the strategies are also discussed. There are statistical analysis of experimental results with questionnaires and empirical research methods. The effect of the implementation of the strategies for recitation is also illustrated.Chapter one is the introduction of the article. A large number of foreign language teaching methods have been introduced, and the application of the recitation method will make a challenge in the English teaching in China. Reading aloud and recitation are very effective strategies and methods and are also necessary in the process of the language learning. The second part of the chapter is devoted to the discussion on the definition and the role of recitation. First, Recitation is a method of language knowledge input which is enhanced. Second, the improvement of the comprehensive skills of listening, speaking, reading, writing, etc. are included and how they are greatly affected by recitation. Third, the role of learning text by heart is the improvement of English scores is discussed.Chapter two is the introduction of the literature review. First are the achievements of the learning strategies for recitation, which have been made by Professor Ding Yanren and other scholars through the empirical researches from 2001 to 2010. Second, a large number of domestic and foreign researchers show their researches on recitation. Third, a variety of related research literature is introduced, such as dissertations and other research materials. Lastly, there is the analysis of the problems on the strategy for recitation.Chapter three illustrates the concepts and theories involved with this research. The first part introduces the concept of language learning strategies and the classification systems related to them. It includes the definition of the concept of the recitation and learning text by recitation. In the second part, four theories on recitation are presented. First, Krashen's"Input Hypothesis"and the conditions of the realization of language input and Wynne Wong's input enhancement theory; Second, Swain's"Output Hypothesis"theories; Third, noticing hypothesis and frequency hypothesis ; Fourth, the theories of acquisition of formulaic language or speech are presented.Chapter four presents the implementation of the inquiry and study of strategies for recitation applied in the classroom at a senior high school. The first part describes the experimental purposes and research hypothesis as well as all stages of the implementation process, including: language material selection, recitation principles, methods and strategies of implementation of learning text by recitation. The second part describes the experimental study of the implementation of the strategies for recitation, including: experimental designs and specific implementation steps. Finally the analysis of the experimental results are presented.Chapter five is the conclusion with a comprehensive summary of this article and a discussion of the active role of learning text by recitation in the English study. Regarding the benefits for the teacher and the student, this chapter discusses the better implementation of the strategies of recitation in the process of teaching and learning in the English classroom. Finally, it re-emphasizes the significance and the role of learning text by recitation as a method of language input in language output.