An Action Research On Application Of Oral Activities In English Pre-Writing Period For Junior Middle School

In the language learning process,the four language skills,including listening,speaking,reading and writing,play a complementary role for language acquisition.Undoubtedly,writing is the most difficult and complex skill to master and can most comprehensively reflect language core literacy of all the language skills."speaking" is closely related to "writing",For example,speaking skill can accelerate the speed and quality of "writing",at the same time,"writing" can also improve students’ oral English ability.Therefore,designing a variety of meaningful oral activities in the pre-writing stage is helpful to improve language learners’ writing ability.Based on the output hypothesis and self-efficacy theory,the study will combine "speaking" and "writing" in writing teaching to explore the impact of rich and diverse pre-writing oral activities on middle school students’ motivation of learning for English and writing ability to draw conclusions about the following questions: First,in English writing teaching during the middle school period,Can oral activities in the pre-writing stage improve students’ learning motivation for English writing? Secondly,what kind of impact do various pre-writing oral activities have on students’ English writing ability?The four-month action research takes a parallel class of the second grade of middle school in Yanji as the research object.The research data were collected by recording,teaching log,interview and language test,and passed SPSS22 0,and reach the following conclusions: first of all,according to the results from the classroom observation and interview,the second grade students’ motivation can be promoted by a series of various pre-writing oral English activities,which can be seen from the students’ learning transformation from passive to active learning,such as the times of participation in oral activities and classroom discussion;Secondly,the students’ ability to write can be facilitated through the combination of “Speaking” and “Writing”teaching,featured as the “Double Language Output”,especially embodied in the improvement of writing points,language knowledge and thinking quality.The action research has some practical significance to English writing teaching,not only is it helpful to enhance students’ writing motivation and writing ability,but also can speed up the teachers’ professional development.