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According to the New Edition Curriculum Standards (2017), “The focus of thenew round of English curriculum reform is to change the tendency that Englishcurriculum pays too much attention to the explanation and transmission of grammarand vocabulary knowledge.” Language ability refers to the ability to understand andexpress meaning in the form of listening, speaking, reading and writing in a socialcontext, as well as language consciousness. Among them, listening and reading arereceptive skills, and speaking and writing are productive skills. These two kinds ofskills complement and promote each other in language learning. Writing is alwaysdifficult in high school English teaching and learning.

Due to the lack of authentic language environment and original materials forEnglish learning, domestic English learning is mainly based on classes, and learningmaterials are centered on textbooks. The teaching effect of many high school English courses deviates from this teaching requirement. The “dumb English” learningmethod is widespread, which is contrary to the communicative principles of English,which makes it impossible for schools to cultivate English talents that meet socialrequirements. As a form of language output, writing is a way to reflect students’comprehensive language ability. However, it has not received enough attention fromteachers and students. It only writes for writing, and the output form is single. This isespecially obvious in high school writing classes.

1.2 Purpose of the Study

The purpose of the study is first to explore the effect of Motivating-Enabling Approach on students’ writing proficiency in high school English writing, and try todesign a kind of writing teaching method which is suitable for high school students inorder to help them lay a solid foundation for further study. Secondly, this researchclosely integrates language input and output. In order to break the single teachingmode of writing, the researcher tries to combine listening, speaking, reading and otherlinks with writing, uses output tasks to drive learning, uses input learning to promoteoutput, and combines learning with use. Through this new teaching method of writing,it will observe whether students’ learning motivation, writing awareness and skills canbe improved.

Chapter 2 Literature Review

2.1 Motivating-Enabling Approach

The application of Motivating-Enabling Approach to English writing teachingin senior high school is essential. This research integrates language input and outputand tries to break through the single writing teaching mode of writing.

2.1.1 Definition of Motivating-Enabling Approach

Johnson (1989) agreed that language output plays an important role in theprocess of language acquisition. He believed that the input and output processes areinseparable, and the two should be organically combined. Izumi (2003) analyzed therelevant literature on cognitive psychology in the process of language acquisition,comprehension, and output, and concluded that the formation of the learner’s internaltriggering mechanism i本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。