An Empirical Study On Recitation-input In Junior High School Students’ English Writing Teaching

English writing, as a very important language output skill, is a major standard tomeasure students’ language ability. There is a clear requirement of English writing abilityfor the Junior High School students in “English Curriculum Standard” that the students arerequired to write a composition connected closely with its topic and theme according to thegiven picture or text information by applying comprehensively their known languageknowledge. However, in the specific field of English teaching, how to cultivate writingability is more difficult than the other three abilities training. It is also the hotspot thatteachers and researchers are facing and working hard.Recitation, as a traditional method of study in China, has a good effect on Chineselearning. Thus the method of recitation-as-input is put forward in this paper based ontheories of Krashen’s Input Hypothesis, Memory System and Swain’s Output Hypothesis.The application of this method into English writing teaching in junior high school aims toimprove the effect on English writing teaching in junior high school. This paper tries toanswer the following research questions:1. What’s the students’ attitude towards the English writing?2. Can the method of recitation-as-input teaching enrich their chunks in theircompositions?3. Can the method of recitation-as-input teaching help students to improve theirEnglish writing proficiency in junior high school?The author chose the students from two classes of Grade Nine in No. Twelve JuniorHigh School in Jinzhou, Liaoning Province to implement an experiment for18weeks.Quantitatively and qualitatively analyzed the data by SPSS13.0after the tests,questionnaires and an interview were conducted.The experiment result showed that application of the method of recitation-as-inputteaching could positively change the students’ attitude to English writing that most of themthought it a better method. Under the help of the method of recitation-as-input teaching, thestudents could enrich their chunks in their compositions. After the training of the methodof recitation-as-input teaching, the scores in experimental class were a little higher thanthose in control class; the students did a better job in English writing than those who didnot. Therefore, the application of the method of recitation-as-input teaching to the juniorhigh school students is effective that it can improve the students’ English writingproficiency in junior high school.