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

In recent years,summary writing has become one new question type in the National Matriculation English Test(NMET)in Zhejiang,Shanghai and Jiangsu.And it has attracted the attention of many researchers and senior high school educators.The difference between summary writing and proposition writing is that summary writing requires students to combine reading and writing,that is,input and output,to write a summary of reading materials.At present,the study on summary writing has started slowly in China.The existing studies mainly focus on college English teaching,and there are few studies on English teaching in the basic education stage.Therefore,this study applies summary writing to senior high school English writing teaching to explore its impact on senior high school students' English writing.Based on Krashen's Input Hypothesis and Swain's Output Hypothesis,this study intends to answer three questions:1.Does summary writing affect senior high school students' English writing interest,attitude and confidence?2.Does summary writing affect senior high school students' English writing proficiency?If summary writing affects senior high school students' English writing proficiency,to what extent does it affect?3.Does summary writing affect different level senior high school students' English writing proficiency? If summary writing affects different level senior high school students' English writing proficiency,to what extent does it affect?After the pre-test of writing,94 Grade One students(48 in the EC and 46 in the CC)were randomly selected from Yundong Senior High School in Shuozhou,Shanxi Province,as the subjects and a 16-week research was conducted.During the experiment,summary writing method was used to teach English writing in the EC,while the proposition writing method was used to teach English writing in the CC.At the end of the experiment,the researcher used research methods of qualitative analysis(questionnaire and interview)and quantitative analysis(writing test)to count the experimental results with Excel and SPSS 23,and analyzed and discussed the research results.Based on the results of the two questionnaires,it is found that summary writing has a positive impact on the English writing interest,attitude and confidence of senior high schoolstudents;summary writing has the advantages of promoting English learning for senior high school students,and to a certain extent,it can also improve the English writing level of senior high school students.Summary writing is better than proposition writing in improving students' English writing level.Before the experiment,the independent samples t-test of the CC and EC in pre-test shows p=0.800(greater than the significant level 0.05),which indicates that there is no significant difference between the CC and EC before the experiment.After the experiment,the independent samples t-test of the CC and EC in post-test shows p=0.044(lower than the significant level 0.05),which indicates that there is a significant difference between the CC and EC after the experiment and summary writing has a significant effect on students' English writing proficiency;based on the paired samples t-test of different groups in the EC before and after the experiment,the influence of summary writing on high group and on middle group is greater because there are significant differences in high group and in middle group before and after the experiment(p=0.000 in high group;p=0.000 in middle group),while the influence of summary writing in low group is less because there is no significant difference in low group before and after the experiment(p=0.472).The results show that summary writing is more conducive to improving the English writing interest,attitude and confidence of senior high school students and improving their English writing proficiency,and it has a greater impact on students in high and middle groups,but has less impact on students in low group.Based on the results of the study,the following suggestions are put forward: English writing teaching in senior high school should combine reading with writing to improve students' writing interest and writing level,and summary writing is an effective method;English writing training should not be limited to vocabulary and grammar,but should pay more attention to how to lay out articles;low group students have more room for improvement,and teachers should give full attention to them.