An Action Research On The Three-phase Writing Teaching Mode In High School English Teaching

Writing,a symbolic interactive public communication and social practice between the author and the audience,the text and the context,is always placed in a rhetorical scene constructed by a certain culture and ideology with a distinct class and ethnicity.In the process of the increasing importance of foreign language communication,the importance of English writing is even more self-evident.For high school students,English writing ability not only occupies an important position in English studies,but also plays an indispensable role in students' daily life.Based on the cognitive model of writing process and the learning theory of social constructivism,this study conducted a four-month action study on the students of two classes in a high school in Shihezi,Xinjiang.In the early phase of the study,through questionnaire and text analysis,it was found that the subjects had some problems in English writing,such as insufficient English writing ability,low self-efficacy,little essentials in the writing text,unnatural transition of structure and so on.The author further determines that the focus of this action research is to improve the writer's writing ability and self-efficacy,and then to improve the written writing achievement of the subjects.The purpose of this study is to explore the practical application of the three-phase writing teaching mode in high school English teaching,to solve the problems existing in the current English writing teaching,and to improve the students' writing achievement,enhance students' sense of self-efficacy and promote the development of students' writing ability.This research mainly studies the following three questions: 1.How does the three-phase writing teaching mode affect the students' writing achievement ? 2.How does the three-phase writing teaching mode affect the students' self-efficacy in English writing? 3.How does the three-phase writing teaching mode affect the students' English writing ability? In order to explore the above three problems,the researchers employed quantitative and qualitative research methods,such as test method,questionnaire survey method and interview method,under the framework of action research.The results are as follows: 1.After a semester of action research on the three-phase writing teaching model,the students' written performance in the English test has achieved a general improvement.There were significant differences in the overall scores of students' English writing as well as in the pre-test and post-test of each group.2.Through the analysis of the data of the questionnaire and the interview text of the students,the implementation of the three-phase writing teaching model can enhance the students' sense of self-efficacy in English writing and improve their confidence and persistence in the process of English writing.3.The authors made a horizontal and vertical analysis of the writing texts of the students' three rounds of action research,and found that the students' content structure ability,language-using ability and ability to modify have all been improved.From the above findings,it can be concluded that the action research has solved the problems found and confirmed in the early stage of the study,and improved the students' written writing performance and students' self-efficacy in English writing and enhanced their writing ability.This research has the following suggestions to the present senior high school English writing teaching: 1.Teachers should design the teaching tasks which accord with the students' learning situation in the sub-stage of pre-writing input stage,thought expansion stage,text organization stage and language preparation stage,so as to lay the foundation for students' writing tasks.In designing writing teaching tasks,teachers should pay attention to the five principles of task design,that is,the principles of fineness,diversity,systematization,authenticity and validity.2.In the writing stage,teachers can use peer reviews.I n this process,students evaluate their peers' compositions and conduct the self-revision of their own articles,which can help students gradually clarify the evaluation criteria of English texts.This will help students to pay more attention to the content structure and language usage of their articles,and improve their logical thinking ability,language use ability and self-modification ability.3.After the students have finished the third draft,the teacher should write the teacher's reflection log in time,check the completion of the teaching goal according to the text of the student's exercises,the improvement and the deficiency in the texts.This will enable teachers determine the training focus of the next round of writing and improve students' writing through writing teaching.