The Application Of Recitation To English Writing Teaching In Senior High School

English writing is a difficult problem for English learners in China. Many teachers also regard Englishwriting teaching as the toughest problem in their work. As a learning way and a teaching method, recitation isindeed a good way to enhance learners’ language competence. However, there is little research about how toapply recitation to English writing teaching in senior high school in China.Based on Stephen Krashen’s input theory and Merill Swain’s output theory, the research exploresapplication of recitation to English writing teaching in senior high school in China. In terms of research design,the research methodology used in this study includes literature review, questionnaire, interview and experiment.The thesis presents a holistic picture of the research at home and abroad by means of reviewing academicdissertations on related journals and on the Internet; meanwhile, the paper includes a study about how to userecitation to improve students’ writing and teachers’ teaching more efficiently. The study, based on anexperiment lasting for four months, trying to use various ways like reciting, retelling, writing from memory,copy writing, translating (Chinese to English), students’ interaction, teachers’ comment, etc., intends to explorehow to use recitation to improve students’ English writing more efficiently and finds a better way for bothteachers and students in senior high schools in China.By means of theoretical exploration and experiment research, the results of the study show students’problems in senior high school about English writing, the reasons why recitation improves students’ Englishwriting, and teachers’ methods and difficulties about English writing teaching, and finally presents a way toapply recitation to English writing teaching in daily teaching activities.