A Study On The Application Of Reading-to-write Approach To English Writing Teaching In Senior High School

With the globalization of economy and culture,English plays a more and more vital role in all kinds of fields.In the process of English teaching,reading and writing have been taught separately.Although students can master a large number of English words and precise grammar,they still have difficulty in writing a coherent passage.Therefore,there exists the problem of how to improve the efficiency in English writing teaching.In order to improve the current situation,this paper studies the effect of application of Reading-to-write Approach to English writing in senior high school.To testify the effect of Reading-to-write Approach on subjects' English writing,this study intends to answer two research questions: 1.What is the effect of Reading-to-write Approach on the subjects' writing performance? 2.What are the changes of the subjects' attitudes towards English writing?The researcher conducted an experiment on Reading-to-write Approach in one senior high school of Liaoning province.The study selected 80 students from two random classes as the subjects,each with 40 students.The teacher applied Reading-to-write Approach in the experimental class while the traditional teaching method was applied in the control class in the writing class.Tests and questionnaires were employed to collect data and the researcher used descriptive analysis,independent-sample t-test,and paired-sample t-test to analyze the data.The study shows that there is a significant difference in the tests and questionnaires of EC and CC,which indicates that the main findings of the study areas follows:(1)Reading-to-write approach can improve the subjects' scores in writing class.(2)Reading-to-write approach plays a positive role in changing the subjects' attitude towards English writing in senior high school.Generally speaking,there are some pedagogical implications and limitations of this study are raised by the researcher.Therefore,it is hoped that the researcher can offer some recommendations for further research for English writing teaching in senior high school.