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Some scholars hold that the recitation strategy is effective and could help students deepen the understanding of many articles in China (Pennycook 222). Some regard recitation as mechanical memory which fails to make meaning reconstruction (Ding 14). However, recitation has been questioned since the education quality being promoted throughout China and the appearance of the new teaching models. They just study the effect of recitation strategy in English learning, but few of them mention the positive influence in English writing teaching. So applications on recitation strategy of model essay in English writing teaching in middle school are discussed in this paper. In English learning, students always learn the teaching materials with a lot of words, phrases, sentences of listening, speaking and training to learn English. Then, students are generally familiar with English language habits in order to get the purpose of the use of language. People transfer the text information into their own sentences by reading and writing teaching. It seems that the recitation strategy is the considered methods of language learning. Meanwhile, what we should know is that there is a serious shortage for students in applying the accurate language and there is a big difference between English and Chinese. For Chinese students, it is a common misunderstanding that we only say or use in English in classroom, especially for students in rural areas who have less English lessons every week. Therefore, Chinese students would be very difficult to get input from the life opportunities and they rarely speak and use English, let alone put them into writing. Thus, Chinese students usually suffer from the negative impact. It greatly limits students’ development of communicative competence if the negative impact transfers into native language, especially for writing. Therefore, under the circumstances the recitation strategy might be an effective way to solve the English writing problems.源!自`751~文)论(文]网[www.751com.cn
This paper firstly introduces the significance and background of the topic to readers. The second part is the present situation and problems of English writing teaching in middle school and it mainly includes three aspects from teachers and students. In the third part the definition and features of recitation strategy and the relationship between recitation strategy and English writing teaching are analyzed. The fourth part gives a series of applications to solve the problems. In the end, a conclusion about this paper is made.
II. The Present Situation and Problems of English Writing Teaching in Middle School
Students’ writing ability in middle school is low. Many students just contact with the new subject for the first time. What’s worse, they learn English in a non-English environment. Therefore, it is difficult for them in oral English to organize the vocabulary and phrase that they learned before into a complete sentence, let alone in writing composition. Meanwhile, some teachers in middle school, especially teachers in rural areas, pay less attention to English writing teaching. These factors cause the bad results that we can see in today’s English writing teaching environment. The traditional English teaching mode has been deeply rooted in the mind of most English teachers. They think that English writing teachers give the topics and require students to complete a composition within or after class. 源!自`751~文)论(文]网[www.751com.cn
2.1 Ignoring the Guidance before Writing
It is a common phenomenon that students have poor vocabularies when they write compositions, no matter in junior school students or in senior high school students. On the one hand, it is a common sense that students should accumulate a lot of vocabularies. But students do not take it seriously and only take less time to memorize them. Therefore, there are so many problems about writing when they want to complete a composition quickly and fluently. Students could not express one thing with proper and clear words. For example, some students want to describe one thing that is big enough, they just only think of “big”, and they could not use “huge” instead. On the other hand, it is wrong that many middle school English teachers always emphasize the results of writing too much. They always ignore the guidance before writing. It makes students lack the consciousness about what to write, how to write and how to correct their writing results. English teachers in middle school, especially teachers in rural areas, always think that it is not necessary for them to teach students how to write a good composition. What they need to do is to tell students to recite words, phrases, sentences, even the grammar in textbooks. They could not understand the real meaning of reciting a model essay.