Exploration of Synergistic Improvement Path for Primary School English Writing Competence Based on Input Theory

Hu He

doi:10.63313/EH.9079

Authors

Hu He School of Foreign Languages, China West Normal University, Nanchong 637009, China. Author

DOI:

https://doi.org/10.63313/EH.9079

Keywords:

Primary School English Writing Competence, Input Hypothesis, Extensive Reading, Sentence Imitation, Synergistic Enhancement

Abstract

Primary school English writing competence serves as the core manifestation of students’ comprehensive language application proficiency and constitutes a key instructional objective emphasized in the English Curriculum Standards for Compulsory Education. These issues often stem from the insufficiency of language input and the inefficient mechanism for transforming input into output. Grounded in Krashen’s Input Hypothesis, this study focuses on the three-stage path of “ extensive reading—extraction and memorization of lexical chunks and model sentences—sentence imitation ” . It systematically analyzes the enhancement mechanism of each stage and reveals the inherent logic of mutual promotion and collaborative symbiosis among the three components. The research aims to provide theoretical underpinnings and practical guidance for front-line teaching, facilitating primary school students’ transformative leap from language input to effective output.

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