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

English language teaching aims to cultivate the students' comprehensive language application ability.As one of the four basic skills of language teaching,English writing is an important part.We find that although many teachers and students spend a lot of time on English writing with great efforts in daily English writing teaching,it seems that their efforts don't bring much effect.Widdowson proposed the concept of“reading-to-writing” in 1970 s.Since then,many scholars at home and abroad began to study “reading-to-writing”,while the studies abroad was earlier.In addition,the studies abroad focus on the relationship between reading and writing and prove that reading can improve students' writing ability.The domestic studies mainly focus on how to combine reading and writing in daily English teaching.But the studies focus on senior high school students is little and the writers don't propose many effective teaching strategies.This paper mainly talks about how to apply “reading-to-writing” approach in English writing teaching in senior high school and the writer proposes specific strategies.This paper mainly introduces the effective ways of “reading-to-writing” on the basis of discourse analysis theory(contextual analysis,coherence and cohesion of texts and genre),schema theory(the definition and features of schema,the classification and function of schema)and Swain's output hypothesis.This study,which lasted for 3months,95 Grade 2 students from two classes in Heilongjiang Experimental High School.We adopt the approach of “reading-to-writing” in the experimental class,while the students in the controlled class are instructed with the traditional method.The students' writing scores in two exams are collected.After collecting the data,the writer uses SPSS to analyze the data.The result shows that “reading-to-writing” can improve students' writing ability,the students' writing scores in the experimental class are higher than that in the controlled class and the writer proposes some teaching strategies:(1)improve students' skills in textual cohesion and coherence;(2)let students master formal schema about English writing,and this paper takes argumentation,narration and exposition as examples and give teaching plans;(3)strengthen the training of writing outline;(4)strengthen the training of model-imitation and relevant abbreviation of thearticle.This paper has theoretical significance and practical significance.The theoretical significance concentrates in getting the research to it more abundant,and the writer proposes specific teaching strategies.It has reference meaning to other research.In the meantime,this paper provides a new idea for English writing teaching.The teaching strategies can combine reading and writing in an effective way and it can improve the students' writing ability.