An Action Research Of Post-method Theory On English Practical Writing Teaching In Senior High School

With the continuous development of New Curriculum Reform,the senior high school English curriculum is more focused on cultivating students’ language application ability.As an important part of language application ability,students’ English writing ability is becoming more and more significant.Nevertheless,through referring literatures and attending many lectures,the author realized that there exist many problems in English practical writing teaching,which restrict the development of students’ English writing ability to a certain extent.This paper,based on Post-method theory which is proposed by Kumaravadivelu,takes the 50 students in XX senior high school at Yueyang as the research subjects.The author adopts research tools like questionnaire survey,interview,writing test,etc.,and explores the following questions: 1.How to increase students’ English practical writing interest under the guidance of Post-method theory? 2.How to enhance students’ English practical writing ability under the guidance of Post-method theory?In order to answer these two questions above,the author carries out the first round of action research which is based on the Post-method theory with the following steps: 1.Divide students into groups and complete the pre-class training under the guidance of minimizing perceptional mismatches;2.Help students to complete information input under the guidance of fostering language awareness and contextualizing linguistic input;3.Assist students in writing the first draft independently under the guidance of making sure maximize learning opportunities and facilitating negotiated interaction;4.Help students to complete self-evaluation,peer evaluation and correction under the guidance of promoting learner autonomy.After the first round of action research,the author reflected and summarized four deficiencies :1.Unreasonable teaching procedure,which limits the improvement of students’ interest;2.Insufficiency of class participation;3.Inappropriate design of independent writing;4.Deficiency of after-writing reflection and lack of feedback.Regarding of the above problems,the author adjusts the plan and carries out the second-round action research: 1.Improve teaching procedure to arouse students’ writing interest;2.Increase students’ class participation;3.Change content and form of independent writing;4.Adjust after-class feedback.After two rounds of action research,the author compared the results before and after the two rounds of action research.The results show that Post-method theory is suitable for English writing teaching in senior high school,and has a certain effect on the improvement of students’ writing interest,students’ writing strategies and students’ writing ability.The author used questionnaire,interview and writing test to carry out verification,and the results of quantitative analysis showed: 62% of the students have promoted their interest in English writing and most students have made progress in writing content,language and structure,and the average score of students has increased by 1.3 points.According to the feedback of interviews,it is evident that most of the students prefer the method of writing teaching at the current stage,which arouses their writing interest and cultivate their good writing habits.Generally,the combination of Post-method theory and senior high school English practical writing teaching can provide references for English teacher,but limited by the author’s research level and realistic condition,this research still has some shortcomings and needs to be improved in the future.