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

Writing is one of the five language basic skills,and it is an important part of language teaching.But the current English writing teaching in senior high school is unsatisfying.For example,some teachers have weakened English writing teaching and adopted the model of separation of reading teaching and writing teaching which neglects the indispensable dialectical relationship between reading and writing.Consequently,some senior high school students have a lack of interest and confidence in English writing to some extent and they cannot validly promote their English writing proficiency,such as unvaried content,simple sentence structures,confusion of discourse logic,etc.In view of these problems,some scholars put forward the Reading-to-write Teaching Model and believe that the combination of reading and writing can help to enrich students' vocabulary and sentence structures,to obtain authentic writing materials and broaden writing ideas.The Reading-to-write Teaching Model,as a new teaching method of combining reading and writing has been used in college English writing teaching,but has rarely been applied in senior high school English writing.Therefore,this research takes input,output theory and schema theories as the theoretical basis and attempt to test the effect of the Reading-to-write Teaching Model in senior high school English writing teaching which aims to change the current situation of English writing teaching and prompt students' English writing proficiency.This present study aims to answer the following two questions:(1)What are the effects of the Reading-to-write Teaching Model on senior high school students' writing proficiency?(2)What are the effects of the Reading-to-write Teaching Model on senior high school students' writing interest,self-confidence,and their writing attitude? The experiment is conducted in the Affiliated Middle School of Henan Normal University from September to December 2018.The subjects include 118 students from two parallel classes in the first grade of senior high school.The Reading-to-write Teaching Model is applied in Class 6(the experimental class)and the traditional English writing teaching model is applied in Class 5(the control class).The data are collected on the basis of questionnaires,writing tests and interviews.The study has yielded the following result.(1)The Reading-to-write Teaching Model is conductive to improving students' writing proficiency.With the Reading-to-write Teaching Model,it is helpful to improve students' writing grade.Meanwhile,students can apply the words,sentences and conjunctions learned from reading into their own composition so as to enrich the content of article,diversify the text and sentence structure and improve the cohesion between sentences.(2)The Reading-to-write Teaching Model has a positive impact on students' writing interest,confidence and writing attitude.Though the Reading-to-write Teaching Model,the majority of students begin to get interested in English writing and they become more active in writing classes.Besides,writing is no longer the most difficult parts for them in English learning.