A Study On The Effects Of The Frequency-based Writing Model On English Writing In Senior High School

The cultivation of English writing ability is one of the most important objectives of high school English teaching.At present,high school English writing teaching has little effect on students' English writing ability,and students hold cognitive bias and negative emotions to English writing.In the learning theory,frequency is a core issues(Gui Shichun,2000).Ellis(2002:144)argued that"frequency is a key factor of language acquisition,because 'rules'of language,at all the levels of analysis are structural regularities that emerge from learners' lifetime analysis of the distributional characteristics of the language input.”The British linguist Leech(2011)pointed out that from now on,there was no reason why any choices regarding learner inputs,learner performances and learner evaluations should not be frequency-informed.With the development of cognitive linguistics,psycho-linguistics,corpus linguistics and other disciplines,the study on the frequency effects has become a hotspot in linguistics and language teaching.In the past,the study on the relationship between frequency and second language writing ignored frequency effects in new writing tasks and the influences of frequency on students' writing enthusiasm.On the basis of predecessors' research,this study will further explore the effects of the frequency-based writing model on English writing for high school students and try to improve students' writing ability.In order to know the effects of frequency-based writing model on high school students' English writing,the study designs and conducts a teaching experiment based on frequency effects.Through the empirical research,the study analyzes the influences of the model on students' writing interests and writing levels.Meanwhile,combining with the experimental data,the study further analyses the feasibility and effectiveness of the model applied in high school English writing teaching.The writing model based on the frequency effects focuses on students' repetitive writing and self-revision.The study explores three questions:(1)What is the influence of the frequency-based writing model on the self-revision of senior high school students?(2)In new writing tasks,what is the influence of frequency effects on the details such as contents,structures,grammars,vocabulary,etc?(3)What kind of attitude do students hold towards the frequency-based writing model?The research subjects are 48 students from Grade two of senior high school.There are 24 students in the experimental class which is conducted the frequency-based writing model and 24 students in the control class in which traditional teacher-centered teaching method is applied to teach and learn English writing.Both of these two classes adopt the same textbook prescribed by The New Curriculum Standards..According to the data analysis of questionnaire,interview,pre-test and post-test,the frequency-based writing model can improve senior high school students' writing qualities.Under the influence of frequency effects,students revise their own writings from the aspects of contents,structures,grammars,vocabulary and so on,and at the same time,the quality of writing also make a significant progress.Such results validate the effects of the frequency-based writing model on high school students'English writing study;students tend to accept English writing and their writing enthusiasm is gradually increasing,which means that the frequency-based writing instruction model has been recognized by students.In short,it provides a new writing teaching model for better high school English writing instruction.Due to lacking of research conditions,the research has some limitations which need to be improved in the teaching practices.Nevertheless,this research has important implications for frequency effects and future English writing teaching.