A Study Of The Application Of Comprehensible Recitation Input In The Teaching Of English Writing For Senior High School Students

Writing, as an important part in foreign language learning, can reflect students’ language ability. Many studies show that a learner’s writing ability can not only reflect his or her language proficiency, but reflect his or her capacity of logical thinking as well. But writing proves to be one of the most difficult and the weakest part in English teaching. Students’ scores on writing are relatively low among four language skills, which caused by their lack of basic language ability, such as the lack of vocabulary, the inappropriate use of sentence structure, chinglish and so on. And the teaching of English writing on senior high school neglects the combination of current language environment in China and students’ language capacity.Based on Krashen’s comprehensible input hypothesis, the study intends to test the effect of comprehensible recitation input in improving senior high school students’ English writing proficiency and proposes suggestions for further study. The study employs both quantitative and qualitative approaches, such as experiment and interview. With 116 students as subjects, the study conducted a four-month experiment in one senior high school in Jinzhou, Liaoning Province. The experiment analyzed the data of pre-test and post-test in both classes. After the experiment, an interview was given to subjects of the experimental class. This study intends to answer the following two research questions:1. What is the effect of comprehensible recitation input approach on the subjects’ writing proficiency?2. What is the students’ change of attitude towards writing learning after the application of comprehensible recitation input approach?The results show that students’ English writing scores have been improved, not only in the total score but also in vocabulary, grammar and discourse aspects. Furthermore, students’ attitude towards writing has been changed in a positive way.It is hoped that the study may offer some implications for the teaching of English writing in senior high schools.