An Action Research Of The Length Approach In Senior High School Writing Teaching

Writing, as one of the four skills in English learning, is an important skill. It is a vital standard to test English learners’ integrative competence. However, writing has always been the weakest skill for English learners. Since the Length Approach was initially proposed by Professor Wang Chuming in 1999, it has been increasingly recognized by English researchers.This thesis addresses an action research based on the Length Approach, which means “write to learn”. It requires students to write a long essay to develop their potential and improve their English learning. The action research was conducted on 46 subjects in English writing teaching in one senior high school of Liaoning Province. The aim of the action research is to improve the subjects’ English writing. There are two rounds of action research, which totally lasted three months(approximately 16 weeks), with three writing tasks, a questionnaire and interview in each round as data collection instruments. The action research took the output theory, constructivism and Krashen’s Affective Filter Hypothesis as its theoretical foundation.The results of the action research show that the Length Approach applied in writing teaching has effectively improved the subjects’ writing ability and make them more confident in English writing.