An Empirical Study On The Influence Of Recitation On The English Writing Ability Of Junior Middle School Students Under The Mode Of Language Input

At the stage of basic education in China,English has been put in a prominent position from the beginning to the end.The English writing ability can reflect students’ comprehensive language skills most.However,writing has been the most difficult thing for many students to learn.Recitation is a traditional teaching method in China,and its effectiveness has been affirmed by many experts.However,most of the researches are conducted on university students and there are few studies on junior high school students’ writing.Therefore,this study aims to explore whether recitation can be used to improve the English writing ability of junior high school students.The theoretical basis of this paper are Krashen’s “Input Hypothesis Theory”and Swains’ “Output Hypothesis”.Firstly,the study discusses the definition of recitation,and then explores the following three questions through the research data:1.What is the impact of recitation on the use of vocabulary,grammar and sentence patterns in junior school students’ English writing? 2.Does recitation affect the comprehensive writing ability of junior high school students? 3.What is the attitude of junior high school students towards the recitation?The research subjects were 95 students in two parallel classes of grade two in Xinbin No.1 Middle School of Fushun City.At the beginning,the students in Experimental Class and Control Class were given writing pretests and questionnaires.Then the students were given 15-week period writing training by their English teacher.The writing tasks were decided according to the writing requirements of each unit.After 15 weeks,two classes took the writing post-tests,and the teacher picked some students from Experimental Class taking individual interview.Finally,the data were analyzed by software SPSS 26.0.According to the data analysis,only about 10% of the students could use English proficiently in their writing;30% students had tried to recite English texts before;15% students had the habit of copying and accumulating good words and sentences.After 15 weeks of writing training,the experimental results showed that the writing level of the students in the Experimental Class and the Control Class improved,but the students in the Experimental Class had richer and more accurate expressions,fewer grammatical mistakes,and the overall progress range was greater than that in the Control Class.In addition,according to the interviews,more than two thirds of students expressed that recitation was helpful for English writing and hoped that teachers could provide more guidance to students in English writing and recitation.This research has achieved some research objectives,but the experimental period is short,and the number of samples is small.Therefore,the researches will observe the impact of recitation on students’ English writing in a longer period in the future to further verify the reliability and validity of the research conclusions.