A study of English Writing Test in Senior High School Entrance Examination on English Writing Teaching

Wenrong FAN

Abstract


Writing plays a more and more important role in the English test of senior high school entrance examination, and teachers pay more and more attention to the teaching of writing. This paper attempts to start with the backwash effect of English writing test on English writing teaching, and further think about its enlightenment to English writing teaching, so as to give full play to the positive backwash effect of English writing test and minimize the negative backwash effect. Theoretical Significance: It provides a feasible teaching model and implementable design process for the current English writing teaching that pursues high scores. The integration of reading and writing based on the development of thinking quality is an important way to realize the cultivation goals mentioned in the English subject key competence, and it is a key direction to implement and deepen the concept of instrumental and humanistic courses. Through this teaching mode, students will be given a learning atmosphere of overall learning and positive thinking, and at the same time, the educational goal of developing quality education will continue to advance. Practical significance: It provides a new connection point for junior high school English teachers to teach in the reading-to-write method, and also provides a certain reference for the teaching design involved in each link part of teaching process. Through the research methods such as questionnaires, interviews and tests, we can compare the students’ classroom feedback and performance before and after, analyze and demonstrate their effectiveness in improving students’ writing ability and writing attitude. Then hope to provide a practical paths and teaching references for the future teaching.


Keywords


English writing test; backwash effect; Teaching enlightenment

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References


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Grabe, W. (2001). Reading-writing relations: Theoretical perspectives and instructional practices. In D. Belcher & A. Hirvela (Eds.), Linking literacies: Perspectives on L2 reading-writing connections (pp.15-47). Ann Arbor: The University of Michigan Press.




DOI: http://dx.doi.org/10.3968/12241

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