An Application Of Activity-based Language Teaching Model To English Writing Teaching In Senior High School

With the deepening of quality-oriented education,more and more attention has been paid to the profound influence of learners' internal factors on language learning.In the current English teaching,teachers often encounter some students who are not interested in learning and lack motivation to learn.Therefore,it is of great significance to study the current situation of English learning motivation of Chinese high school students to improve their learning enthusiasm and the effectiveness of English teaching.Activity-based Language Teaching Model is one of the most remarkable teaching models that have been gradually recognized since the 20 th century.Themed at integrating pluralistic theories,Activity-based Language Teaching Model absorbs the advantages of various teaching models,highlighting activity-centered and student-centered.However,so far,there have been few researchers study the application of Activity-based Language Teaching Model,let alone its application in senior high school English writing teaching.Getting enlightenment from daily teaching life,the researcher started the thesis with the class activities and carry out discussions and experimental research by using Activity-based Language Teaching Model as a carrier,with a view to probing into how to activate and cultivate students' English learning motivation.The researcher applies Activity-based Language Teaching Model to English writing in senior high school.This thesis studies the following issues:(1)What is the impact of Activity-based Teaching Model on enhancing students' writing motivation in high school?(2)What is the impact of Activity-based Teaching Model on improving high school students' English writing ability? This thesis explores the influence of Activity-based Language Teaching Model on students' English motivation and writing scores.The study lasted 16 weeks and the participants were students from two classes of grade one in Chifeng No.4 senior high school.The students of experimental group receive Activity-based Language Teaching Model,while traditional writing model is adopted in the control group.Data collection is carried out through pre-test,post-test,questionnaires and interviews,and the software SPSS is employed for data analysis.Based on data analysis,the conclusions can be drawn that(1)The application of Activity-based Language Teaching Model in English writing teaching significantly improved the motivation of students in the experimental class,whereas there was no significant improvement found in students in the control class where the researcher still used traditional teaching model in writing teaching.(2)As a result of applying the Activity-based Language Teaching Model in English writing teaching,the writing scores of the experimental class students have been improved significantly;while writing scores of the control class students still using traditional model do not be significantly improved.The results of this study show that it is feasible and effective to guide English writing teaching with Activity-based Language Teaching Model.Furthermore,the researcher offers some suggestions at the end of the thesis,which hopefully can provide guidance for the improvement of the current situation of English writing teaching.