An Empirical Study On Reading-to-write Approach To English Writing In Senior High School

With the globalization of economy and culture,English writing plays a more and more vital role in many fields.But it is well-known to all that English writing is the weakest link for the students in senior high school compared with listening,speaking and reading.There are a lot of problems in Senior High School students' English writing.Reading and writing are two important skills,which are interdependent and interacted with each other.However,reading and writing are thought as two separate skills for a long time.In recent years,some research indicates that reading contributes to writing,but the actual situation is that writing ignores the function of reading in writing process.Therefore,it is terribly needed to integrate English reading with writing.This thesis basing on schema theory,Krashen's “Input hypothesis” and Swain's “Output hypothesis”,using empirical study is to discuss the effect of Reading-to-write approach in English writing.In order to testify Reading-to-write approach can improve the senior high school students' English writing competence,this study is designed to discuss the following questions:1.Can Reading-to-write approach help to facilitate students' motivation of writing?2.Can Reading-to-write approach improve students' writing score?The participants are 108 students in Senior Grade 2,NO.4 Senior High School in Jiaozuo Henan province.There are two classes in this experiment: Class One is randomly assigned as experimental class,and Class Two as control class.In experimental class the Reading-to-write approach is introduced,while in control class traditional approach is conducted as before.The research applies quantitative and qualitative methods to analyze the data from questionnaires,tests and interview.The findings of the study indicates that the Reading-to-write approach has a positive effect on students' writing motivation and the Reading-to-write approach improves students' writing score.Therefore,it is effective and feasible to apply Reading-to-write approach to English writing in senior high school.