A Comparative Study Of Recitation-imitation Approach And Process Approach In Junior High School English Writing Teaching

As one of the four basic abilities of English learning,English writing ability and its development can effectively promote the internalization of English knowledge.Therefore,it is necessary to train junior high school students to master writing skills and methods,and to familiarize them with English writing norms.A practical problem educators have long been working on is how to optimize the teaching procedures so as to help students effectively develop their writing ability.This current study compares the effectiveness of two teaching approaches-the recitation-imitation approach and process approach by addressing two research questions,(1)which approach can more effectively improve junior high school students' English writing achievements,and(2)which approach can more effectively improve students' English writing attitudes.In the study,80 students of Grade 8 were selected as the research subjects from Jinqing Middle School in Hejin city,Shanxi province.The researcher adopted questionnaires,writing tests and interviews as the main research instruments.In four months of experiment,the data were collected and the Independent Samples T-test and Paired Samples T-test were conducted to compare students' performance before and after the experiment.Besides,ten students from each class were interviewed after the experiment in order to further testify the effects of the two approaches,.The experimental results show that both methods can improve students' English writing ability.And there is no significant difference between Class A and Class B on the writing achievements and the degree of writing preferences.This research also shows that the two methods have their respective advantages.The principle of the process writing method accords with the essence of English writing teaching.And relevant studies have also proved that recitation-imitation approach is a good way to learn English.It is expected that the teachers can combine two approaches to optimize the process of psychological cognition,the process of thinking creation and the process of social interaction.