A Study On The Application Of Writing Strategies In Junior High School English Writing Teaching

The Junior Middle School Curriculum Standard of English(2017)reflects the importance that our country has attached to English writing.English teaching in the High school also attaches great importance to writing teaching and has invested considerable time and energy,but the effect of English writing is still not ideal,especially many students are not good at using writing strategies to learn English.But at present,English writing is relatively weak in English teaching in many high schools.On one hand,output skill of language is much more difficult than the input for most junior high school students,on the other hand,teachers generally consider that the writing teaching is difficult and the teaching effect is not obvious.Under the background of the new curriculum reform,how to improve writing teaching and students’ English writing performance effectively is a major issue as for English teachers in middle schools.This study discusses how to improve the writing ability of middle school students through the effective use of writing strategies.The research includes the following aspects.First,it focuses on the current situation of the application of writing strategies among Junior High School students;secondly,it discusses whether the application of writing strategies in English teaching can improve students’ writing performance.Thirdly,it discusses how to use writing strategies effectively in English teaching in junior high school.This study mainly adopts experimental method,supplemented by questionnaire and interview.The four-month teaching experiment among 80 students in two parallel classes of Luoxin Middle School in Luoyang of Henan province was conducted.In the whole experiment process,the experimental class conducted writing teaching under the guidance of writing strategies,while the control class still adopted traditional writing teaching methods.The comparison of English writing scores before and after the experiment between the experimental class(EC)and the control class(CC)is to understand whether the use of writing strategies can promote the improvement of writing scores.Secondly,the questionnaire to 300 students of Grade 8 before the experiment is to understand the current situation of the students’ application of writing strategies;after the experiment,8 students of different levels in the experimental class and the control class were interviewed to understand the changes of students’ learning attitude and writing performance after the teaching of writing strategy.The collected data were processed and analyzed by using EXCEL and SPSS software.This study shows that the lack of mastery of writing strategies,to some extent,retarded the improvement of writing skills.The questionnaire indicates that students have little understanding of English writing strategies and the commonly used strategies by students,mainly focuses on imitating,translation,error correction,consultation,cohesion,recitation,and so on while most of the other strategies are seldom used.Secondly,the teaching guidance of writing strategy improves the teaching effect to a certain extent.The experiment showed that compared with the pre-test,the English composition of the mid-test and post-test of the experimental class changed significantly and the scores of English composition in the middle and post-test of the experimental class improved significantly compared with those in the pre-test while the score of English composition in the control class was gradually improved.Meanwhile,the average score of the post-test of the experimental English composition was 1.275 points higher than that in the control class.It indicates that the training of writing strategies can not only improve the students’ writing level,but also promote the overall improvement of students’ comprehensive use of English.At the same time,the training and effective use of writing strategies can help students form correct writing concepts,develop good writing habits.Moreover,it enhances students’ self-confidence and transfers their writing attitude.Based on the research,the first-line teachers should be aware of the importance of writing strategies in writing teaching,and encourages students to consciously internalize writing strategies.Moreover,students could cultivate their ability to apply the strategy,and constantly adjust learning strategies so as to pave the way for life-long learning.