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写作是语言输出的重要途径之一,是学生必备的一种语言交际能力。《普通高中英语课程标准》(实验)对学生的写作技能提出了很高的要求。然而,写作教学一直是高中英语教学中的薄弱环节,学生们大多听到写作心烦,教师们见到作文头痛,究其根源,还在于学生的语言输入不足。本文阐述了作者以输入假设和输出假设为理论的基础,通过要求学生有选择地背诵课文、范文,同时注意背诵的时间、方法及背诵后的巩固加强,从而有效地提高学生的英语写作水平。
Writing is one of the important ways of language output, which is an indispensable language communication skill of students. The Common High School English Curriculum Standard (experiment) places high demands on students’ writing skills. However, writing teaching has always been a weak link in the teaching of high school English. Most students find the writing upset. Teachers find their writing a headache. The root cause lies in the lack of students’ language input. This paper elaborates the author ’s hypothesis of input hypothesis and output hypothesis as the basis of his theory. By asking students to selectively recite texts and essays, at the same time pay attention to the time and method of recitation, and consolidate and consolidate after reciting, so as to effectively improve their English writing skills.