Reciting And Dictation Activities Are Applied To The Empirical Study Of Junior High School English Teaching

In China, students start to learn English systematically from the beginning of junior high school. But, English teaching in China lacks of favorable and natural language environment.There is almost no chance for students to practice what they learn in English class. Students’ main task is to recognize, understand and apply language knowledge correctly. To do this, they usually read the textbook many times and try to recite or memorize the text. English teachers often ask students to dictate, recite or write the text for the sake of checking the teaching result.So it is necessary to explore the effective procedure for the activities of recitation and writing from memory.This study verified the function of the two activities in English learning by an experimental teaching for a school term and an interview after the experiment. In the experiment, the researcher also observes their changes in classroom performance. The experiment organizes tests in the beginning and the end of teaching.Experimental results and interview show that the activities should follow the sequence of listening,recitation,writing and then exercises. Students prefer to learn short passages with tape recording in classroom and timely feedback on their performance. Experimental results show two activities are effective in improving students’ English proficiency, especially in reading,writing and English linguistic knowledge. The experiment also shows that special listening exercise is highly effective in improving students’ listening skill. They managed to speak more words and use different sentence structure. Language materials,organization form, teacher and students are the most important elements in organizing recitation and writing from memory in classroom.