A Study Of The Effects On Ecological English Writing Teaching Mode In Senior High School From The Perspective Of Affordance Theory

English writing occupies a large proportion in both senior high school English study and college entrance examination.However,the traditional writing class is boring and the teaching effect of traditional writing teaching mode is not significant.In recent years,ecological language teaching has attracted the attention of foreign language.In order to improve the current situation of English writing in senior high school,the ecological teaching mode from the perspective of affordance theory is applied to English writing in senior high school,aiming to study the influence of this writing teaching mode on students’ English writing strategy,writing achievement and English writing autonomy.“Affordance” originated in the field of ecology and gradually developed into a theory.The affordance theory is applied in English writing teaching,and it is defined as the perceived opportunities and possibilities provided by the classroom environment for learners.Based on the affordance theory,the opinions of the affordance theory in the field of English teaching by scholars such as Aronin and Singleton,Van Lier and Li Tongtong,Wu Fati are taken in this paper as the theoretical framework.And this paper applies the perception-interpretation-action cycle proposed by Van Lier to students’ English writing.And in the process of writing teaching,language affordance,cognitive affordance,cultural affordance material affordance and activity affordance are provided to students.From the classroom activity,students perceive the positive affordance content,interpret it and take corresponding actions,so as to improve their writing level.The application of affordance theory to senior high English writing teaching aims to answer the following three research questions:(1)What is the influences of the ecological English writing teaching mode from the perspective of affordance theory on senior high school students’ writing learning strategies?(2)What is the influences of the ecological English writing teaching mode from the perspective of affordance theory on senior high school students’ writing performance?(3)What is the influences of the ecological English writing teaching mode from the perspective of affordance theory on senior high school students’ writing autonomy?Eighty students from a senior high school in Chaoyang city,Liaoning Province,took part in the study,including 40 students from the experimental class and 40 students from the control class.The experiment lasted 16 weeks.The experimental class adopts ecological English writing teaching mode,while the control class adopts the traditional teaching mode.The research tools of this experiment are questionnaire,pre-test and post-test,and interview.SPSS 25.0 software is used for statistical analysis of the experimental data from questionnaire survey,pre-test and post-test.It is found that the ecological English writing teaching mode from the perspective of affordance theory can effectively enrich the students’ writing strategies.In addition,experimental data indicate that the ecological writing teaching mode can improve students’ writing performance and writing autonomy.Therefore,the ecological writing teaching model is feasible and effective in the process of English writing teaching in senior high school.