Action Research On Formulaic Language On English Writing Teaching In Senior High Schools

Under the background of globalization and the great era,our country has put forward new learning objectives for foreign language learners in the new era.The 2017 version of the new curriculum standard puts forward the requirement that "on the basis of further developing students’ comprehensive language application ability,high school English curriculum should pay special attention to improving students’ English thinking and expressing ability".At present,the author finds that there are many problems in senior high school students’ writing output based on a large number of literatures,such as not natively、not fluently、not appropriately and so on.This research adopts action research method,takes cognitive strategy as the theoretical basis,takes a class of grade one in a certain Middle School of Changsha city as the research object,and uses questionnaire,interview,writing test and other research tools to collect data and conduct research analysis,in order to explores how to apply formulaic language to the English writing teaching of high school students.The author initially makes the following assumptions about the problems of high school students’ English writing: 1.Students lack interest in English writing;2.Students do not have the good habit of memorizing model essays and accumulating words and sentences.3.Deeply influenced by mother tongue,students’ thinking is solidified by Chinese expression;4.Students’ English compositions are not native、not fluent and not appropriate.The research was divided into the first round of action research and the second round of action research.In the first round of research,this thesis first adopts questionnaires,interviews,writing tests and other tools to get the current situation of high school students’ English writing and confirm the problem hypothesis.Then,this thesis discusses how to apply cognitive strategies to the writing teaching of formulaic language to solve the above problems according to the following steps:(1)Pay attention to strategy activation formulaic language before writing;(2)choose relevant formulaic language for choosing strategy in writing;(3)categorize strategy induces formulaic language and repeat strategy consolidates formulaic language after writing;Finally,according to the research analysis and feedback,the following problems are summarized: students are not interested in setting for classroom writing;The amount of students’ extracurricular input is narrow,and they cannot reach enough formulaic language output.The participation of learning group members is not balanced.In the second round of action research,according to the results of the first roundof research,this thesis implements the improved teaching plan:(1)the setting of writing materials focuses on meaning strategies;(2)taking notes strategy to expand students’ reading;(3)Reorganizing strategies in the classroom and implementing hierarchical writing teachingThe comparative analysis of the two rounds of action research shows that most of the students’ English writing interest and writing level have been improved to some extent.From the perspective of writing interest and attitude,the questionnaire showed that 58.3% of the students enhanced their confidence in writing,and 46.9% of the students showed greater interest in writing.From the perspective of writing level,most students have made progress in writing content,accurate grammar and chapter structure.Among them,the chapter structure is particularly obvious.Students could use formulaic language to connect context,so as to make the article more fluent and decent.The proportion of students who have made progress is39.1%.In terms of writing content and language,some students’ language expression is more accurate,grammar and vocabulary promote each other,and the proportion of students who have made progress is 21% and 9% respectively.In a word,from the feedback of students,formulaic language is of great benefit to improve the writing interest and writing ability of high school students.The application of cognitive strategies in the teaching of formulaic language also has practical guiding significance.