| Since the outbreak of the epidemic in 2020,all kinds of schools and universities across the country have launched a large-scale online teaching.Online interactive teaching and learning has become the topic of concern in all sectors of society.National English Curriculum standards for General High School(2017 edition,2020 revision)mentions that information technology should be fully utilized on teaching to promote the deep integration of information technology and curriculum teaching.Therefore,with the rapid development of information technology,online teaching is emerging and developing.Many studies have shown that online teaching,as an innovative teaching method,effectively enriches the form of traditional writing teaching,improves the writing quality of second language learners,and is of great significance to English writing teaching.Based on the Input and Output Hypothesis,Interaction Theory and Social Cultural Theory,this study,adopting experiment and interview as research methods,selecting ninety students from the first grade of a senior high school in Zaozhuang,Shandong Province as research objects,attempts to explore the influence of online text interaction and online oral interaction on the lexical richness of senior high school students’ English writing.This study is mainly studied from the three dimensions: lexical diversity,lexical sophistication and lexical error,which aims to explore the following three questions:(1)What are the influences of different ways of pre-writing online interaction on the writing lexical diversity of senior high school students?(2)What are the influences of different ways of pre-writing online interaction on the writing lexical sophistication of senior high school students?(3)What are the influences of different ways of pre-writing online interaction on the writing lexical error of senior high school students?The results show that:(1)Pre-writing online text interaction and pre-writing online oral interaction can both effectively improve students’ lexical diversity in English writing,but the former is better.(2)Both of the two interactive ways can enhance students’ lexical sophistication in English writing,but pre-writing online text interaction is more significant.(3)Both of the two interactive ways can reduce students’ lexical errors in English writing,but pre-writing online text interaction is more effective.Besides,the research also finds that the writing lexical richness of senior high school students is still relatively low and their writing quality is not high.What’ more,pre-writing online text interaction can directly convert interactive resources into writing resources,which is suitable for students with lower writing level.While pre-writing online oral interaction can indirectly convert interactive resources into writing resources,which is suitable for students with higher writing level.To sum up,according to the current situation of senior high school students’ English writing,pre-writing online text interaction,as a more straightforward way,can effectively improve students’ lexical richness and improve the quality of their writing.Based on the results,this study suggests that:(1)Teachers should make full use of modern technology to guide and train students’ English writing in daily teaching,adopt a variety of interactive methods which are suitable for students’ English writing level to provide various opportunities for interaction,such as cross-school interaction and cross-pacific exchange,cultivate students’ awareness of accumulation of complex vocabulary,and help students actively accumulate rich vocabulary in order to use them in writing.(2)Students should actively participate in pre-writing online interaction,accumulate and expand vocabulary consciously in daily study,cultivate their awareness of correcting error,and check and correct their lexical errors in time.Due to the limitation of time and resources,this study still has some shortcomings,such as insufficient representation of sample,limitation of standards for the level of subjects,incomprehensive survey of writing style and topic,etc.However,on the whole,this study has reached the expected goals and the results are clear.To some extent,it can also provide reference for interactive teaching of English writing for senior high students,and enriches the empirical research in related fields. |
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