A Study Of The Application Of Narrative Teaching Model To Senior High School English Writing Teaching

English writing is an important form of English language output.It is also an important manifestation of learners' comprehensive ability to use English.Therefore,it plays an important role in senior high school English teaching.However,English writing teaching has always been a weak point in classroom English teaching.At present,there are many problems with senior high school English writing teaching in China,which is mainly reflected in the old and rigid teaching model of English writing.The teachers arrange the writing task,the students write,and then the teachers correct,ignoring the students' language input and the cultivation of their creative thinking.In recent years,many experts and scholars have devoted themselves to exploring new models and methods of English teaching.The introduction of Narrative Approach provides a new perspective for senior high school English writing.Narrative Approach advocates the use of narrative means in foreign language teaching to present the teaching content through narrative forms,and help students create a relatively real situation,so that students devote themselves to learning as much as possible.It can effectively cultivate students' imagination and creativity,and provide students with a certain level of comprehensible input.However,the domestic researches on Narrative Approach mostly focus on senior high school English vocabulary teaching,and researches on the application of senior high school English writing teaching have been very rare.This thesis attempts to apply the teaching model based on Narrative Approach to senior high school English writing teaching with content coherence and textual cohesion,accuracy and richness of words,and accuracy and richness of grammar as three indicators,to explore the effectiveness of the teaching model based on Narrative Approach in improving senior high school students' English writing quality.Eighty-six students from two classes in Grade One of a senior high school in Liaoning Province were selected as experiment participants for a16-week teaching experiment.The narrative teaching model was adopted by the experimental class to learn English writing,while the traditional English writing teaching model was adopted by the control class.This study used pre-test and post-test as the main research tools,and the interview as a supplementary tool.The study has found that the narrative teaching model can effectively improve students' writing quality in terms of content coherence and textual cohesion,accuracy and richness of words,and accuracy and richness of grammar.This study has also confirmed the effectiveness of this teaching model in senior high school English writing teaching.Due to the limited research time and small samples,the results of this study still have certain limitations,which need to be improved in subsequent studies.Based on this,the thesis puts forward somesuggestions for future research on English writing teaching.