The Experimental Study Of Imitative Writing In Teaching English Writing In Senior High Schooh

Writing is a very important teaching content in high school English teaching.With the implementation of the new curriculum reform,the requirements of high school English composition teaching are also constantly improved.Therefore,how to effectively improve students’ English writing ability is a hot topic that all senior high school English teachers have been researching and exploring.During the several years’ teaching process,the author finds that textbooks,the first-hand material of the students,contain comprehensive topics,rich content,authentic languages and elaborate ideas,which can be fresh materials for students to learn language knowledge,percept layouts of the texts,and stimulate the thinking of writing.As teachers,we can guide the students to fully tap the writing materials in textbooks,such as vocabulary,sentence patterns and writing cultures,writing text,writing thinking,etc.In this way,while the students taste the texts,they can also reach the language output in order to have their writing ability greatly improved.Thus,the author tries to carry out the practical research systematically by guiding the students to imitate writing the texts in the textbooks to verify whether this method is effective for the students to improve their writing level and whether it is necessary to put this method into practice when teaching English writing in high school.This paper reviews the relevant literature on the Input and Output Hypothesis and empirical research at home and abroad,and puts forward two hypotheses according to Krashen’s Input Hypothesis and Swain’s Output Hypothesis:(1)Imitative writing can be helpful to the improvement of students’ interest in writing.(2)Imitative writing can be helpful to the improvement of students’ writing level.The subjects of this research are 80 senior high school students from two parallel classes of Grade Three in Dalate No.1 Middle School,40 of which acted as Experimental Class(EC),and another 40 as Control Class(CC).The experimental class adopts the text imitation,while the control class adopts traditional teaching methods.In order to analyze the specific effects of the experiment,the author carries out the experiment in two classes before and after the experiment,and the use of SPSS(19.0)software for the analysis of the data obtained.In addition,post-tests,questionnaires and interviews are taken to further understand the attitudes and opinions of text imitation writing.The results of the research demonstrate that imitative writing can improve students’ level of using words correctly and making sentences properly,especially choosing advanced words and broadening the sentence structure.In addition,students learn to effectively use statements connections between components,which will make the structure compact,and this process makes students improve their level of discourse structure.The results of the study confirm the importance of text imitation,and also can be of some use for reference to make further research in the teaching of English writing.Finally,the limitation of the present study is discussed and some suggestions for further study are also made.