A Study On Reading-to-write Of High School Students

Reading-to-write is an effective way to improve students' writing ability.It has been adopted by many large-scale examinations,such as College Entrance Examination,CET-4,CET-6,TEM-8,etc.The studies of reading-to-write prove that,reading-to-write teaching model improve students' grades more significantly than other writing classes,it is favored by learners at the same time.However,the students' ability that reading-to-write teaching model requires differs from other writing class,which is in the experimental stage.Further more,it's hard to say weather this model meets the requirements of English Curriculum Standard in General Senior High Schools and China's Standards of English;whether students can precisely evaluate the writing ability of their own and how their reading-to-write ability actually are.This study will explore students' actual writing ability and self-evaluation ability according to the analyzation of reading-to-write text and self-evaluation questionnaire,wishing a better understanding of the application of reading-to-write teaching model in senior high school.The study is tries to explore the following three questions:(1)How do the senior high school students perform in language accuracy,language complexity,language fluency and text coherence in the task of reading-to-write?(2)How do the students evaluate their ability about reading-to-write?(3)Is there a correlation between the students' reading-to-write ability and their self-evaluation about reading-to-write?According to cluster sampling,which belongs to probability sampling,256 senior high school students in Zhejiang Province are selected as subjects in this study.They are senior three students who have been trained reading-to-write.The data of this study comes from the following three aspects:(1)the text of an exam of reading-to-write;(2)the scores students' of reading-to-write;(3)the self-evaluation scale of reading-to-write.Investigation tools include three parts:A measurement of reading-to write;Coh-Metrix and SPSS;Pearson correlation analysis.The measurement is used to evaluate students' self-evaluation ability,Coh-Metrix and SPSS are used for statistic analysis.Pearson correlation analysis is used to find out if there is a correlation between reading-to-write ability and students' self-evaluation about reading-to-write.The results reveal that:(1)57.8% subjects(get 60% or more)in the writing test.As for the four aspects of text quality,the high-level group gets more grades than the middle and low levels.The student's ability of complexity,fluency,accuracy and coherence in writing rise as their writing ability rise.However,in terms of complexity,the three groups shows no difference(F = 0.519;Sig =0.596),because most of the students choose to use simple sentences to fulfil the writing task for better accuracy and fluency in limited time,which leads to lower degree of text complexity.In terms of fluency and accuracy,only one aspect differ from others in each of them,they are W/T(F=4.168;Sig=0.017)and EFT/T(F=6.11;Sig=0.003).It means that the language fluency and accuracy of most students developed at the same time.As for coherence,the gap of the average between high-level group and low-level group in the coherence of whole text is 0.3275354,which means the ability of the coherence of text develops as writing ability close.But as for the ability of coherence between paragraphs,the low-level group does generally better than the high-level group and the middle-level group.2)Questionnaire analysis show that the highest self-evaluation score is 196,with an average score of 143."Reading-Writing Strategy-Reading and Writing-Execution" is the highest(M=3.03),but the subjects' evaluation of their reading and writing ability-reading-generalization(M=2.73)and reading-writing ability-writing(M=2.79)are low.The primary problem is that the lowest item is "Change Focus to Write"(M=2.523),which this reflects that Chinese students do not fully understand the focus structure of English and Chinese information.3)There is a very weak positive correlation between writing proficiency and self-evaluation(r=0.13).Self-evaluation improves with the increase of writing level,which indicates that the subjects can make a reliable evaluation of their self-reading and writing ability.However,the low-score group is generally higher than the high-score group in theirself-evaluation of "reading and writing ability-reading-generalization evaluation" and "reading and writing ability-meditation-transformation".This study reflects the current situation of senior high school students' ability of reading-to-write.It not only helps teachers and researchers to pay more attention to the teaching of reading-to-write,but also provides a reference for teachers to deeply understand the task of reading-to-write.Reading-to-write is a process of accepting,meditating,transforming and producing.Improving bother teachers' and students' writing evaluation ability is not only conducive to the reading-to-write in writing teaching,but also more targeted to improve students' writing ability.