The Effects Of Reading-to-write Teaching Model On Senior High School Students' Writing Motivation And Writing Performance

To language learners,writing is more than a way of learning a language,and it is also a means of communication.Among the four essential skills that language learners have to acquire,writing is always the key and difficult point in school teaching that has always attracted much attention.Nowadays,we put much stress on writing in senior high school English teaching,and we have tried different methods to improve students' writing ability.However,it seems to exert little effect.In English learning,most students get low scores and have poor performance in the writing section.More worryingly,the survey conducted among high school students shows that English writing task is always a challenge for most students.They lack writing motivation and interest,and some students even hate or be fearful of writing,which is probably the main reason for students' unsatisfying performance in English writing.Each activity originates in some type of motivation.In the activity of learning,learning motivation of course plays an dominant role.Students have different types and different levels of motivation in the the learning process,which leads to different degrees of writing competence.Therefore,adopting an effective teaching method to enhance students' writing interest,stimulate students' writing motivation and improve students' writing performance is of great significance.Based on theories of motivation,Krashen's Input Hypothesis and Swain's Output Hypothesis,the author adopt Reading-to-write Model in her teaching,discussing the influences of this teaching model on the students' writing motivation and writing performance.This thesis is aimed at discussing three questions as follows:(1)Is there a remarkable difference in senior one students' writing motivation after Reading-to-write Teaching Model being adopted compared with before?(2)Is there a remarkable difference in senior one students' writing performance after Reading-to-write Teaching Model being adopted compared with before?(3)What implications will be brought to high school English writing teaching if there is a remarkable difference?In the experiment,the data are mainly collected from Writing Motivation Scale,Composition Rating Scale,and interviews with students randomly selected from the experimental class.The whole experiment was carried out in a science class of senior one in Quxian Middle School.The author analyzed the data and reached a conclusion that Reading-to-write Teaching Model is effective in enhancing students' writing motivation and improving students' writing performance.The improvement in students' English writing motivation and writing performance gives the author a lot of confidence in writing teaching.It proves that encouraging students to reading more and integrating extensive reading materials with textbooks is helpful.