A Study On The Effects Of Reading-to-write Approach On Senior High School Students' Writing

In recent years,the study of the reading-to-write approach has aroused wide interest among researchers.They have been probing into the effects of it on learners' writing proficiency from the aspects of accuracy,fluency and complexity.However,these studies are conducted mainly among university students while studies concerning senior high school students are limited.Since writing is a crucial skill in foreign language learning,further research is conducted concerning this gap.Based on the input hypothesis and the output hypothesis,this thesis aims at studying the following two research questions.The first is the effects of the reading-to-write approach on senior high school students' writing,which is further conducted from the aspects of senior high school students' overall writing proficiency,writing accuracy,fluency and complexity.The second is students' attitudes towards the reading-to-write approach,which is explained from the questionnaire and the interview.Methodologically,the qualitative and quantitative study methods are adopted.90 students from two classes participate in the 12-week experiment.One class receives the reading-to-write approach while the other receives the traditional method.The qualitative data is drawn from the interview of students in the reading-to-write approach class.The quantitative data is drawn from two aspects.The first is the analysis of students' writings in pre-test and post-test from the aspects of overall writing proficiency,writing accuracy,fluency and complexity.The other is the analysis of the questionnaire completed by the students in the reading-to-write approach class.The study finds that participants received the reading-to-write approach have improved in the aspects of overall writing proficiency,writing accuracy,fluency and grammatical complexity while it does not fit to the lexical complexity in the short term.Moreover,they believe that the reading-to-write approach promotes their writing skills.The study concludes that the reading-to-write approach is more effective than the traditional approach in promoting students' overall writing proficiency,writing accuracy,fluency and grammatical complexity while it does not in line with the lexical complexity in the short term.Moreover,students hold positive attitudes towards the reading-to-write approach.However,there still exists limitations concerning the study,so further study remains to be conducted.