A Study On The Application Of Content-Based Instruction In English Writing Teaching Of Senior High School

With the development of the new curriculum reform,the training objective of senior high school English teaching has changed.And more attention has been paid to cultivate the students' ability of language application.Writing,as the output part of language,is the important expression of one's language applying ability.English writing teaching is the key point in the senior high school English teaching.However,writing is also a difficult part for both students and teachers.Through reading the literature,the author finds that most of the teachers adopt traditional teaching methods in senior high school English writing class,such as product approach.Although this teaching method can improve students' English writing level to a certain extent,teachers mainly pay attention to the finished writing products in class and emphasize the correctness of grammar rules and language,which leads to the neglect of writing contents and students' interest in writing.Therefore,there are still shortcomings in English writing teaching in senior high school.Content-based instruction came into being in the 1960 s.It emphasizes the importance of combining language and content,which provides a new way for foreign language teaching.Many scholars in China apply content-based instruction to college English teaching,but it is rare for researches to apply content-based instruction to senior high school English writing teaching.And many studies tend to focus on proving that content-based instruction can improve students' English writing skills,but rarely make a more concrete analysis and give the guidance on the implementation of this teaching method.Therefore,this thesis applies content-based instruction to senior high school English writing teaching so as to further explore the specific aspects of its impact on students' writing and put forward some suggestions for effective implementation of the teaching method.This study will attempt to answer the following two research questions:(1)What is the influence of content-based instruction on senior high students' English writing scores?(2)In what aspects does content-based instruction affect senior high students' English writing?This thesis adopts the literature analysis method,experimental method,questionnaire method,and comparative analysis method.The author conducts a 4-month experiment at a senior high school in Zhumadian.The research subjects are both Senior two students from two classes,class 19 and class 20.There are 68 students in each class,with class 20 as the experimental class,applying content-based instruction to guide the writing teaching and class 19 as the control class,continuing to use traditional teaching method.Besides,the author resorts to the software SPSS 20.0 to analyze and discuss the statistical data.The results show that:(1)After the experiment,the English composition mean score of the experimental class is much higher than that of the control class.Therefore,content-based instruction can improve the English writing scores of senior high students,and it has a positive influence on senior high students' English writing level.(2)Content-based instruction can not only contribute to stimulating students' interest in writing and expanding comprehensive knowledge,but also help students accumulate writing materials and enrich writing contents.However,teachers should make more efforts in classroom organization for the sake of implementing content-based instruction effectively.This study has achieved the expected results basically,which proves that content-based instruction is feasible in senior high school English writing teaching.Meanwhile,it also makes up for the deficiencies in domestic content-based instruction empirical research and provides a reference for future research.However,due to the short experimental period,the limited number of experimental subjects and the lack of teaching experience,the study still needs further improvement.Therefore,the author puts forward some suggestions for future research at the end of this paper.