A Study On The Application Of The Length Approach To English Writing Teaching In Senior High School

English writing ability is not only one of the four basic skills of listening,speaking,reading and writing,but also an embodiment of the comprehensive language ability of English learners.At present,the current situation of high school students' English writing ability leaves much to be desired,which lacks of systematic and effective writing teaching.Actually,most of teachers in high schools have carried out English writing teaching centering on exam-oriented requirements,focusing too much on the framework and structured writing teaching,while neglecting the emotional experience of students and the cultivation of students' writing ability.And the majority of students show passive motivation,low interest,severe anxiety and low level of writing guided by this teaching model.Therefore,it is a common phenomenon in high school English writing teaching that teachers are afraid of teaching writing and students are frightened to write compositions.In view of the problems existing in English writing teaching in our country,Professor Wang Chuming firstly has put forward the teaching idea of writing as the forerunner to promote students' foreign language learning by writing long composition,which is called the Length Approach(LA).So far the Length Approach has achieved remarkable success in the teaching of English writing in many universities and has attracted great attention of experts and scholars in the field of English teaching.However,few studies on the Length Approach related to high school English writing teaching have been done.Therefore,the present study attempts to apply the Length Approach to English writing teaching in high school,aiming at exploring the effect of the Length Approach on high school students' writing anxiety,writing attitude and writing ability.The whole research is committed to exploring the following three questions:(1)Can the Length Approach help students reduce English writing anxiety?(2)What is the influence of applying the Length Approach on students' attitudes to English writing?(3)In what aspects can the Length Approach promote the English writing ability of high school students? The teaching experiment adopts the comparative teaching methods,namely,the Length Approach is used in the experimental class(Class 8),while the controlled class(class 12)is taught by the traditional method.Questionnaires,English writing tests and students' writing samples are used to collect data,and the author uses statistical software SPSS22.0 to analyze all the data collected.The research results display that:(1)the Length Approach can effectively help students reduce writing anxiety;(2)the Length Approach can arouse students' writing interest and improve students' writing confidence and writing enthusiasm;(3)the Length Approach can significantly improve the writing ability of high school students,which mainly reveals in the aspects of the structure,length,fluency of language,consistency of content and accuracy of words.However,due to some subjective and objective reasons,there are some limitations in the study,which still need to be further consummated.