A Study On The Application Of Theme-based Model Under CBI Concept In English Writing Teaching In Senior High School

The latest edition(2020)of the English Curriculum Standards for Senior High School points out that the overall goal of English teaching is to cultivate students’ comprehensive ability in language using.Writing,as an important form of language output and a significant manifestation of language application ability,has become the focal point of front-line teachers’ teaching work.However,although the product writing approach currently used by most teachers has made some students achieve relatively ideal scores in writing test.It limited focuses on problems of form such as the correctness of grammar and the standardization of structure,ignores the ideological and logical nature of the writing content,which leads to the lack of interest and motivation in writing.Therefore,students conceive the emotion of anxiety or even fear before writing,in the process of writing,they always have nothing to write about,and the results of writing are also empty and boring.Facing all these problems in students’ writing content,new teaching methods are urgently needed.Content-based Instruction(CBI)concept emphasizes the teaching of meaningful content,that is,language teaching should focus on the content that students will learn and the information they will obtain.Under the guidance of this teaching concept,there are many different teaching models,such as theme-based model,the sheltered-content model and adjunct model.Different teaching models have their own characteristics with different implementation requirements,and correspond to different learning stages.The researches on CBI in China has gone through the general stage of theoretical introduction-application discussion-empirical research,the research scope has gradually transited from the vocational college to the undergraduate stage,and the theme-based model with the simplest operation and the widest adaptation stage has also been gradually applied to middle school.However,the related researches mainly focus on the teaching of listening and reading,which emphasize language input,and rarely involve the teaching of writing,which emphasizes language output.Based on the learning and understanding of CBI teaching concept and different teaching models,and combined with the characteristics of the research objects in this experiment,the theme-based teaching model was selected and applied to the writing teaching of freshmen in senior high school,aiming to explore the following issues:(1)What impact does the application of theme-based CBI have on students’ writing interest?(2)What impact does the application of theme-based CBI have on students’ writing scores?(3)What aspects of students’ writing content have been affected by the applying of theme-based CBI?Based on the above research questions,this experiment took 104 students from two science classes in the first grade of a senior high school in Nanchong,Sichuan province as the experimental objects.A comparative experiment was carried out for nearly four months,during which the method of theme-based CBI was used in the experimental class,while the product method was used in the control class.In the experiment,questionnaires,writing tests,classroom observation and interviews were used as research tools to help collect 258 questionnaires,2 writing scores for 104 students,520 compositions,3classroom observation records and 3 group interview records.The data obtained were sorted out with Office and analyzed with SPSS and N-vivo.The results show that:(1)In terms of writing learning interest,students in the experimental class have a significant positive change in writing learning interest compared with that before the experiment,and formed a large difference from that in the control class.(2)In terms of writing scores,the performance of the students in both classes have improved,but the changes in the experimental class before and after experiment show a significant difference,and the overall progress is greater,while the overall progress of the students in the control class is limited.(3)In terms of writing content,the experimental class students’ writing products have made positive changes in the relevance,integrity,logic and communicativeness of the content,and the writing quality has improved significantly,but the improvement of communicativeness is limited.The results of the experiment show that the implementation of CBI theme-based teaching model in senior high school English writing teaching is conducive to cultivating senior students’ interest in writing,improving their writing scores,improving the relevance,integrity and logic of their writing content significantly,and promoting their comprehensive writing ability.The successful implementation of the experiment and the positive experimental results have verified the feasibility and effectiveness of CBI themebased teaching model in senior high school English writing teaching.However,the limited number of research objects,the short experimental time and the relatively limited writing research dimension in this experiment make this research need to be further improved.