Research On The Influence Of Writing Teaching Mode Based On Activity Theory On Junior High School Students' English Writing Ability

In English learning,writing ability is an important embodiment of students’ comprehensive English learning ability.Both teachers and students attach great importance to writing ability.Teachers,in particular,have made many teaching attempts to improve students’ writing ability,but little effect has been achieved.The basic reason is that most teachers have not received systematic training in foreign language writing teaching and followed the traditional teacher-centered teaching model.The activity theory adopted in this study focuses on the writing process,takes students as the center,guides students to write with the help of various activities.In recent years,the research of this theory mostly focuses on college English writing,and pays little attention to writing teaching of junior high school students.In view of this,in this paper,the activity theory was applied to the teaching of English writing in junior middle school,aiming to improve writing ability of junior high school students,hoping to obtain new findings in the aspects of writing content,logical structure,language,in order to provide some basis for writing teaching practice.Based on the activity theory,this study conducted a teaching experiment in two parallel classes of the second grade in a middle school in Jining,Shandong Province.The experiment mainly adopted the methods of writing test and interview.Hope to solve the following questions:(1)Does activity theory-based teaching affect students’ English writing content? If so,what is the impact?(2)Does activity theory-based teaching have an impact on the text structure of students’ English writing? If so,what impact does it have?(3)Does activity theory-based teaching have any influence on students’ English writing language? If so,what impact does it have?In this study,independent sample t-test and paired sample t-test in SPSS 26.0 were used to analyze the results of the writing test.At the same time,the results of interviews was summarized and sorted out,and the following conclusions were finally drawn:(1)The teaching based on activity theory enriches students’ writing content.(2)Activity theory-based teaching has a positive influence on the text structure of students’ English writing.After the experiment,the text structure of students’ writing was more reasonable.(3)Activity theory-based teaching has different influences on students’ English writing language.After the experiment,students’ writing fluency did not change significantly,but writing accuracy made significant progress.Based on the results,the research suggests that junior middle school teachers should design writing instruction based on activity theory.Teachers should actively develop teaching resources,make full use of teaching tools,give full play to the advantages of learning community in order to give full play to the activity theory teaching mode of promoting learning to help students improve their English writing ability.Due to the limitation of time and conditions,this study still has some shortcomings,such as:the research period is short,the investigation objects are few,etc.In general,the results of this study are basically satisfactory and achieve the predetermined purpose.It provides practical suggestions for junior high school teachers to carry out writing teaching based on activity theory,and lays a practical foundation for the application and practice of activity theory in writing teaching.