关键词:写作;口语;结合;提高
ABSTRACT
With the growing development of education reform at primary and middle school, the teaching education in English has also developed in depth. Writing is an important part of English teaching, it can also reflect students’ comprehensive ability to learn English. However, in the process of English teaching, teachers pay little attention to Junior Middle School students’ writing ability, which has a direct influence on students’ ability to use English. Therefore, how to improve students’ ability to express English is becoming an increasingly important issue. In this context, the author of the thesis thinks that the fundamental way to improve students’ writing ability is to emphasize the use of English and do teachers’ best to train students to improve English level by using English. In English learning, both speaking and writing belong to productive skills. The process of combining speaking and writing as a way to improve writing skills is actually a process to improve the productive skills. Therefore, in the teaching experiment, in contrast with the traditional way of teaching English writing, the author does not separate writing from other English skills, rather, the author combines speaking and writing. The author thinks that writing can start from speaking and speaking can promote writing, thus it can improve writing ability.
1. Introduction 1
2. Literature Review 2
2.1 The present situation of English writing teaching in China 2
2.2 The New Curriculum Standard 3
2.3 The definition and the nature of speaking 4
2.4 The definition and the nature of writing 4
2.5 The standards of a good writing 5
2.6 Previous studies of the combination of writing and speaking 5
2.7 Summary 6
3. Research Methodology 8
3.1 Objective of the research 8
3.2 Hypothesis 8
3.3 The experiment 8
3.4 Summary of the practice 11
4. Results and Discussion 12
4.1 Analysis of the pre-test writing level of students 13
4.2 Analysis of the post-test writing level of students 13
4.3 Analysis of the pre-questionnaire 14
4.4 Analysis of the post-questionnaire 15
5. Conclusion 17
Acknowledagements 19
References 20
Appendix I 21
Appendix II 21
Appendix III 22
Appendix IV 23