The Application Of Retelling In Junior Middle School English Writing Teaching

Writing skill is one of the four abilities in learning English. To develop students’ Englishwriting skill is one of the important objectives in Chinese secondary school English teaching.The English Curriculum Standards puts forward a clear demand on writing ability. Meanwhile,writing is an important part in all kinds of English exams. But it is the case that many studentsare weak at this productive skill. Students have lexical, syntactical, grammatical and stylisticdifficulties in their English writing. How to improve junior school students’ English writingability has been a major concern for most junior school English teachers. In recently years,researchers have done many studies on how to improve writing ability in different sights.However, most researchers focused on university writing classroom and few of them payattention to middle school students’ English writing. We know writing teaching should bedeveloped early so that students can lay a good foundation for further study.According to the characteristics of junior middle school English teaching and some teachingexperience of mine, I think that an effective method should be found to combine learning withwriting. According to the daily observation and some teaching experience, I think retellingmethod can make a good combination of practicing writing and learning a text. If the textstudents just learned is written by using retelling method, it can integrate “write to learn” with“learn to write” well. A text provides not only ideas but also models of expressions and textures.What is more, guided text-retelling after reading requires the students to express what they havelearned explicitly and fluently, so as to enhance the students’ memory and comprehension on thecontent and the structure of the article. Thus it can accumulate a lot of materials for students’English writing, which play a positive role to improve students’ writing ability.This study attempted to explore the approach to improving junior school students’ Englishwriting by using the technique of retelling. This study adopted two research methods: theexperiment and survey. The subjects in the study are the students from Class8and Class9,Grade9, Sun Geng Middle School, Jiyang. The experiment lasts for12weeks. The data comefrom the questionnaire, pre-test, and post-test. The results of the experiment indicate there is aremarkable difference between the controlled class and the experimental one. The researchproves that the text-retelling method can help solve the students’ problems in their English writing, and therefore, it can effectively improve their English writing ability.