A Study On The Effects Of Formulaic Language Teaching On English Writing In Junior High School

It is difficult for middle school students to write an English composition.According to The new course standard,the entire basic education of English is set to nine levels.When the students graduate from middle school,they have to get Level Five,which means they can write a short passage independently,use conjunctions to express the order and the logic relationship,describe people and things and so forth in the aspect of writing.However,middle school students have had a big problems in writing such as in accuracy vocabulary,incorrect sentence pattern and so on.This study applied the formulaic language theory to the English writing teaching in attempt to find a kind of teaching mode which was suitable for junior high school English writing.Formulaic language is based on output and input theory and language acquisition theory,which emphasis teachers should provide formulaic language for students,simplify complex writing tasks.Once students have master enough formulaic language,they will be able to skillfully apply them into other writing tasks.This thesis takes routine English teaching in junior high school as an entry point,the experimental class has 36 students and the control class has 39 students,which takes the 75 students in a middle students as research objects for 16-week teaching experiment,and the thesis is conducted to how to apply formulaic language to teaching English writing reasonably by document research method,experimental method and questionnaire survey.The instruments are questionnaires,writing tests and interview.This research focuses on solving the following three questions: 1.How does the formulaic language teaching improve the English writing confidence of junior high school students? 2.How does the formulaic language teaching affect middle school students' vocabulary acquisition? 3.How does the formulaic language teaching affect the English writing performance of junior high school students?The results are present: 1)In the formulaic language teaching,students can modify their compositions again by self-evaluation and teachers' reflection whichimproves the effectiveness of writing.Meanwhile,students in the experimental class prefer the formulaic language teaching to the traditional teaching and improve the interest of writing by the questionnaire.2)Through the group discussion,mutual evaluation in pairs and teachers' instruction,the the number of vocabulary and phrases the students grasp in the experimental class is expand.Also,they can be applied into the writings.3)The writing scores of students in the experimental class are obviously increased in these ways.