The Application Of Imitative Writing To English Writing Class In Junior High(Grade 9)

In junior high,English writing is one of the most important parts,because the level of writing reflects students’ English proficiency and ability to apply English in a comprehensive way.As the outline document of English,English curriculum standards for compulsory education(2022),it makes clear and specific requirements for junior high school students’ English writing standards,it requires grade nine students to have a writing skill of level three.However,students’ writing ability is far from the requirements.This is mainly because most schools focus on the training of listening and reading skills,but neglect the training of speaking and writing skills,that is to say,English teaching focuses on input rather than output,which makes students fail to speak and write well.Language is used for communication,if students cannot write,learning language will lose its meaning.So how to use proper teaching methods to get effective exercise in writing is an important task for teachers.Imitative strategy was originally used in Chinese composition teaching and proved to be a very effective method.In the past decade,some scholars have used imitative strategy in English writing teaching,but their research mainly focuses on senior high or university,and there are few researches on writing teaching in junior high.This study bases on the imitative learning theory,theories of Krashen’s comprehensive in-put Hypothesis and of Swain’s output Hypothesis.The author adopts methods of a classroom experiment,questionnaires,a simple interview and tests to explore the impact of imitative strategies on English writing teaching in ninth grade students.The author conducted a 16-week writing experiment with 60 students from two parallel classes in a junior high school in Kongtong District,Pingliang.Class 1 is an experimental class of 30 students using imitative model for writing teaching,and class 3 consists of 30 students is the contrast one using conventional method.Finally,the author collected and analyzed the data to answer the following three questions:Firstly,what is the students’ present writing level and attitude towards writing?Second,how to use imitative-writing strategy to develop writing in English class?Third,can imitative writing improve students’ writing ability?The study found that most students were not interested in English writing before the experiment,they disliked writing and did not write well.Their writing ability could not meet the requirements of the curriculum.After the 16-week experiment,the results show students attitudes toward English writing have changed obviously,and their interest in writing have increased,students of different levels have a certain degree of promotion.Experiments show that by using the methods of reading more model texts(increase input),practicing writing,encouraging students to express themselves boldly to cultivate their sense of language can improve writing and also develop their comprehensive ability of using English.In short,students effectively improved the overall efficiency of English writing.