| Over the years, our high school English teaching is still unable to get rid of students’ learning problems, especially in the field of English writing. From a practical point of view, high school English writing teaching has been troubled by the difficulty of the writing problems and the students’ writing skills have not been significantly improved. Now, most scholars generally believe that high school English writing are caused by the serious shortage of the English input. Therefore, how to increase high school language input to improve their English writing skills has become a serious task for high school English teachers. Practice shows that the discourse recitation is considered an effective way to improve high school students’ English writing ability. Therefore, we are conducting an empirical study of the impact on high school students’ English writing ability through recitation of English discourse..This paper is divided into the following parts:The first part is an introduction, mainly dealing with the background and significance of the research; the research ground, research purpose and content, and research methods. The second part is the theoretical basis of the research, introducing the notions of recitation and writing, exploring the relationships and characteristics of them. The third part explains the teaching experiment, the subjects selected, the texts and materials used in the experiment, the teaching methods used in the experiment. The fourth part analyses the experimental results, including the pre-test and post-test results, and interviews. The fifth part is the conclusion and it discusses the pedagogical implications of the findings, together with a discussion of the limitations of the research and some suggestions for the further studies. |
