Research On The Teaching Practice Of Applied Writing In Secondary Vocational Languages In The Context Of Communication

As one of the important contents of the teaching of secondary vocational language writing,applied writing highlights the instrumental characteristics of language courses,undertakes the role of communication affairs and exchange of information,and is also indispensable in daily production and life.However,looking at the current secondary vocational language application writing,the teaching situation is not optimistic.Most teachers still use the traditional teaching mode,that is,reading textbooks and examples-explaining,supplementing relevant writing knowledge-imitating example writing-teacher evaluation and reform of applied writing teaching,although certain results have been achieved,but by the specific format and habitual routine of the application text itself,it is difficult to stimulate students’ interest in writing when teaching,and many students rely too much on imitation model texts,and lack of thinking when writing,resulting in the final teaching effect is not ideal.After searching and consulting a large number of relevant literature,the author understands that the concept of communicative contextual writing that has emerged in recent years is a critique of traditional writing teaching.Theoretically,it is suitable for the cultivation of real writing skills needed in today’s society,suitable for students who have no interest and motivation to write,do not know how to write,why to write essays,and can solve the problem of deeper motivation for writing teaching.In order to test this theoretical paradigm,this study,on the basis of reading a large number of literature,drawing on existing research results,combined with the daily performance of the students in the two classes and the mid-term examination situation,determined that 284 classes were experimental classes and283 classes were control classes,and based on this,certain hypotheses were proposed.After that,the experimental class is taught in the communication context of the letter application writing,and the correspondence application text is taught in the control class.In order to better understand the learning situation and obtain feedback,the teaching program was continuously adjusted and improved in the process of teaching experiments,and the relevant data collected were statistically analyzed after the end of the experiments to draw conclusions and test hypotheses.The following conclusions were drawn from the study:1.The creation of real task situations under the concept of communicative context writing can effectively stimulate the expression desire of secondary vocational students and improve the interest of secondary vocational students in applied writing。2.Empathetic thinking in the context of the task,organizing and writing application essays according to the reader’s identity,age,occupation,cognitive level,etc.,can do what it likes,and achieve the communicative purpose of writing,which can enhance the reader awareness and communication awareness of secondary vocational students to a certain extent。3.Students should think about the contextual elements when writing application essays,consider the needs,preferences and existing knowledge status of the recipients,and choose to use appropriate methods,appropriate languages and standardized forms to complete the writing according to the purpose of writing,which can improve students’ application writing performance to a certain extent.