A Comparative Study Of Reading-To-Write Approach And Reciting-To-Write Approach Under The Input Hypothesis Theory

The efficiency of college English writing teaching is relatively low in English teaching.At the same time,learning how to write effectively is also difficult for most college students.There are many teaching methods improving students’ English writing ability,which are put into practice and have gotten some achievements.Reading-to-write approach and reciting-to-write approach are among those methods,which become the main objects of study.Previous researchers have proved that both of the approaches can improve students’ English writing better compared with the traditional English writing method.Based on Krashen’s input theory(1982;1985),Swain’s output theory(1985;1995),and schema theory,this paper tries to find out whether reading-to-write approach or reciting-to-write approach is better in terms of syntactic maturity.The 134 participants are freshmen of 2014,and they come from a science and engineering university of Jiangxi province.This essay adopts comparative experimental method and questionnaire method.The data collected through questionnaires are analyzed by excel and the data collected through teaching experiment are counted and analyzed by SPSS 20.0.The major findings from this study are as follows:(1)Reading-to-write approach has a better effect on improving college students’ syntactic length than reciting-to-write approach.(2)Compared with reading-to-write approach,reciting-to-write approach can improve students’ syntactic maturity ratio better.(3)Reading-to-write approach and reciting-to-write approach have different effects on using types of sentences.The former is beneficial to using compound sentence,and the latter is helpful to using complex sentence.(4)Both reading-to-write approach and reciting-to-write approach have an effect on using clauses,while the effect of text reciting is stronger than extracurricular reading.(5)Both reading-to-write approach and reciting-to-write approach have a positive impact on enhancing students’ writing self-confidence and initiative,especially the reciting-to-write approach.The experiment can provide reference for the current college English reformingto some extent and deepen and develop the input hypothesis theory,which can help enhance college students’ English writing ability and employment competitive power.