On Improving Textual Awareness In Teaching English Writing In Secondary Technical Schools

The English Practical Writing course in Secondary Technical Schools has always been based on practical application and employment-oriented and of the difficulties in English teaching. Though both teachers and students have spent much time, made great efforts, the effects are far from being satisfactory. Some students reflect that they know the word's means and master the sentence usage in other passages ,but they can't take use of these knowledge to finish this beautiful passage. The problem is that they can't take use of relative knowledge to create a passage. Such students would be defeated in the fierce job-hunting competition.The phenomenon occurs because of the defective method and scarce knowledge of the traditional Secondary Technical English Writing teaching. With the wide applications of test in modern education, more and more educators are trying to apply textual awareness modern education skills to English teaching to improve the teaching results. But such researches are always concentrated on the College and Basic English while the Secondary Technical English Writing is seldom involved.With reference to the findings of the relative experts' research at home and abroad, the writer of this paper introduces the textual awareness into the Secondary Technical English Writing as an auxiliary teaching method. The application results are examined by using the methods of group experiments, questionnaires, examinations, and etc. The analysis of questionnaires, end-of-term examination papers and teacher-and-student forum and the checks conducted by Human Resource Department of relative enterprises show that textual awareness applied in Secondary Technical English Writing teaching can remedy the deficiency of the traditional teaching methods, and especially can create better studying atmosphere among students during the process of Secondary Technical English Writing teaching. On the other hand, because students in secondary vocational schools are too young in age, and their foundation in English is relatively poor, textual awareness teaching cannot make significant results in enlarging the English vocabulary and deepening impression of new words and phrases. And what's more, because the English teachers are unable to get ride of all the technical failures appearing during courses, the class activities have been broken off sometimes. The random investigation shows that the English teachers' textual awareness should be further improved. Therefore, the author suggests that in secondary vocational English Writing teaching, the teaching approach with textual awareness can be adopted on the premise of not totally giving up traditional classroom instruction, that is, two methods should complement each other. Besides, in order to improve the English teachers' abilities to obtain textual awareness skills, the educational leaders should pay much attention to strengthening the training of secondary vocational English teachers' abilities to use textual awareness. Only in this way can they better meet the needs of English teaching under the new circumstances. Finally, the textual awareness should play important role in the teaching, it is necessary for secondary vocational students to do more exercises by themselves.The paper consists of six chapters. Chapter one is introduction. Chapter two is the detailed account of the textual awareness. The current situation of Secondary Vocational English writing is depicted in chapter three. Chapter four is a case study of improving the textual awareness in S.V.E.W. The implications and suggestions are in Chapter five. The last chapter is conclusion.