The Application and Innovation of Recitation Input in Senior High School English Writing Teaching
DOI:
https://doi.org/10.54097/7qsdkw69Keywords:
Innovative Teaching Strategies, Recitation Input, Second-language Acquisition, Senior High School English WritingAbstract
Guided by the General Senior High School English Curriculum Standard (2017 Edition), this research embarks on an in - depth exploration of the theoretical underpinnings and innovative applications of recitation input within the domain of senior high school English writing instruction. By skillfully integrating cognitive psychology and second-language acquisition theories, it constructs a solid analytical framework. The findings unmistakably reveal that recitation input substantially bolsters language accuracy, fluency, and cross-cultural expressiveness. This remarkable effect is attained through effectively fortifying language schemata, considerably reducing writing anxiety, steadily cultivating language intuition, and efficiently counteracting the negative transfer of the mother tongue. Based on meticulous theoretical analysis, this study puts forward a series of well-thought-out innovative strategies. These strategies include a collaborative teaching model ingeniously combining discourse analysis with continuation writing, carefully designed hierarchical recitation tasks precisely in line with the curriculum standard, corpus-based screening of high-frequency chunks, elaborately crafted multimodal input design, and theme-integrated unit-level recitation tasks. The overarching objective is to seamlessly transform mechanical memorization into creative output, thereby effectively promoting language internalization and transfer. This study not only furnishes valuable theoretical and practical insights for English writing pedagogy but also indicates potential future directions, such as technology-enabled applications and cross-cultural adaptation of recitation strategies.
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