An Experimental Study Of The Effects Of Sense-group-based Recitation On English Reading And Writing Of Junior High School Students

English reading and writing remain very difficult,if not the most difficult,skills for Chinese junior high school students despite accumulative insights into the learning mechanisms obtained through scientific observations and constructive suggestions made by experts in the field regarding the teaching of English reading and writing.This study explores the effect of sense-group-based recitation on junior high school students' English reading and writing abilities.In practical teaching,one class follows the traditional English teaching method and the other class adopts the method of sense-group-based recitation.Through practice and comparison,the method of sense-group-based recitation is found to be capable of igniting the students' English learning enthusiasm and improving their English learning outcome.In order to verify the effectiveness of sense-group-based recitation on junior high school students' English reading and writing,two research questions are raised,which have been redefined after consultation with my supervisor.These questions are:1.What is the relationship between sense-group-based recitation practice and English reading and writing outcome?2.What is the relationship between sense-group-based recitation practice and English reading and writing interest?Both questions are answered through the results of both theoretical analysis and experimental studies.As a matter of fact,59 students in Grade nine are involved in the study.The data is collected through these following research instruments: questionnaire,interview,observation,feedback and pretest,subtest and posttest of the subjects' performance in English reading and writing.The scores are analyzed by SPSS 17.0.One purpose of the research is to explore the effectiveness of sense group division and recitation in English reading and writing teaching in junior high school.If sense-group-based recitation can boost students' English reading and writing interest,especially those in the middle and lower levels.In the experiment,the control class(CC)follows routinely the regular method adopted by teachers who are not motivated to innovate while the experimental class(EC)adopts the group-sense-based recitation approach.Through regular practice,the students in EC are found to have made remarkable progress in their English reading and writing,and their interest in learning English can be seen leaping as a byproduct.The results from the experiment and analysis show that the junior high school students involved not only benefit from sense-group-based recitation practice in terms of reading comprehension and writing fluency,but also become more interested in English reading and writing.Clearly,the sense-group-based approach in English teaching proves to be an effective method in a local junior middle school,at least.The conclusion is drawn that chunk memory,sense group dividing and sense-group-based recitation play important roles in English reading and writing.On the practical side,I can confidently say to my colleagues that this teaching approach is appropriate for the local learners sharing identical characteristics.