A Study On The Effect Of Picture Book Teaching On Senior Grades Students’ English Writing Performance In Primary School

The teaching of picture books has become very popular in recent years,and it has become the main teaching mode for many schools to help students improve their writing.Many second language acquisition researchers believe that reading and writing are an integral part of reading and writing teaching.However,some researchers have questioned that primary school students are limited by age,and whether they can integrate the knowledge learned in the picture book into English writingBased on this,this study is aimed at the upper primary school students and aims to help students of the same type of school improve their writing performance.The research questions center around three major aspects:the difference in writing between the experimental class and the control class,the factors contributing to the results and the problems existing in the process of implementing of such the modelThe theoretical framework adopted in this study was based on the social constructivisim and language acquisition theories.The research design combines the quantitative with qualitative ones.The quantitative research includes a 10-weeks experiment and a questionnaire.Two natural classes(46 subjects),named control class(CC)and experimental class(EC),of primary students participated in the experiment(including the pretests,the posttests)and the questionnaires,and two different teaching models are implemented respectively in CC and EC.The qualitative research takes the form of interview.After the end of the semester,six students from EC at different proficiency levels were selected as interviewees.The data of the tests and the questionnaire are collected and analyzed through independent T test by using Statistical Package for Social Sciences.(SPSS)17.0.The data analysis generated the following results:Firstly,Picture Book Teaching can effectively improve students’ writing performance.The research data shows that before the experiment control class students’ writing score is slightly higher than that of the experimental class students.After 10 weeks of picture book teaching experiments,the score of EC is obviously higher than CC.Secondly,Picture Book teaching can effectively stimulate students’ learning motivation to learn English and improve students’ cooperative learning ability.Questionnaire data and interview results show that most children are involved in the process of picture book teaching,which can make up for the shortcomings of traditional teaching mode.Especially in "Free talk",everyone can talk about their own views,eugenics can also help the undergraduates to let them know what their focus.Thirdly,the interview with the students and the researcher classroom observation show that:there exist many problems in the process of implementing Picture Book Teaching.The problems are summed up from two aspects:teachers’factors,students’factors:(1)Improper Selection of Picture Books.(2)Improper Teaching Design.(3)Weak Consciousness of Writing.(4)Different Levels of English ProficiencyThe findings yielded in this study may have some pedagogical implications:From the teachers’ perspective,teachers should pay more attention to the content of reading materials in primary school pictures,choose appropriate picture books for children,adopt appropriate teaching methods,and timely composition feedback.From the students’point of view,they should classify the picture materials and spend more time reading the picture books.In summary,the picture book teaching mode provides new enlightenment and reference for the future primary school English writing teaching.