Abstract:Being one of the four basic abilities which are clearly required by English syllabus, English writing is also one of the major objectives of language learning. Writing can train students’ abilities of observing, summarizing and writing expression. And at the same time, writing is also the most important part of College Entrance Examination in China. But the current situation of English writing learning is not optimistic. Most teachers prefer adopting traditional teacher-centered approach which is formed by setting homework, writing by students, correcting and grading, and comment on compositions. Though teachers and students have put grade efforts on writing, they can not achieve ideal effect.
The Length Approach, initiated by professor Wang Chuming who worked in Guangdong University of Foreign Studies， is a new method to the foreign language teaching of writing. The LA is intended for Chinese students who are in the state of much input and little product. In this method, students can experience the use of English in the process of writing. Students are asked to write compositions as long as possible in English. Now, many experts have applied LA into their studies of college students’ English writing teaching. But few people have ever concerned to apply it into senior school English teaching. The study tries to introduce the approach into senior school and prove that it can also benefit the students there.
The research was carried out from September to October, 2010. 115 students in Class 3 and 4, from Peixian Middle School, participated in it. Length Approach was applied in the experimental class (Class 3), while the control class (Class 4) was trained under traditional teaching methods. Miss Tian Huiying, my instructor, was the English teacher of both Class 3 and 4, so we can keep the materials, the length of time and other aspects almost the same. In addition, the research was carried out by doing two English writing tests and two questionnaires. Through analyzing the data collected from them, the author aimed to test the effectiveness of LA to senior school English writing teaching. The study demonstrates that LA is of great value in improving senior school students’ English writing leaning. And by writing long compositions, students felt positive towards English writing.
Key words: Length Approach; senior school; English teaching
摘要:作为高中英语教学大纲明确要求的四种基本技能之一，写作是语言学习的主要目标之一。写作能够培养学生观察思考、总结分析和书面表达的能力，同时也是高考试题的重要组成部分。但是目前高中英语写作教学中大多采用的是以教师为中心的传统写作教学模式：“教师布置作业——学生写作——批改打分——作文点评”。在这样的模式中，虽然教师和学生都付出了很多的努力，但是效果仍不能达到理想的状态，写作往往是事半功倍。
我国第二语言习得专家王初明教授为革新中国英语写作教学理念，首次提出英语写长法，结合中国英语写作教学实际情境，创造性地采用以“写”为突破口，使学生在写的过程中体验英语的使用。目前已有很多国内学者将写长法用于大学生写作研究，但是较少有人将它用于高中英语写作教学研究中。本研究试图把写长法与目前高中英语写作教学相结合，探究写长法在高中英语教学中的效果。
本研究的受试者为作者实习期间的沛县中学高一3、4班的115名同学，分别为实验班和对照班。两个班级的英语任课教师均为作者的指导老师田慧颖，并且教学材料，教学时间，教学环境等基本一致。不同的是实验班（3班）采用写长法进行写作训练，对照班（4班）仍采用常规的英语写作教学方式。本研究在实验前后分别对两个班级进行写作测试以及问卷调查。通过对写作测试以及问卷的数据分析，探究写长法在高中英语写作教学中的有效性。实验结果证实：通过写长作文，学生对于学习英语的自信心得到增强，写作水平也有明显提高。因此写长法对高中生英语写作成绩的提高具有积极作用。
关键词：写长法；高中；英语教学
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