Application Of Reading-to-Write Approach Based On The Texts To English Writing In Senior High School

As is known to us,an ESL learner's writing ability can to a great extent reflect his comprehensive English proficiency.The writing skill,as one of the four basic English skills,Plays a vital and indispensable role in senior high school English teaching.Therefore,teaching English writing to senior high students is of great importance.However,the writing ability of most students is far from satisfactory.Too many mistakes in lexical collocation and sentence structure make their writing a failure without coherence or persuasiveness.Some students even take a negative attitude towards English writing.How to handle these problems and improve students' writing ability has aroused wide concern among high school teachers.We are urged to work out a practical and effective approach.Based on Krashen's Comprehensible Input Hypothesis,Swain's Comprehensible Output Hypothesis,and the previous studies in teaching English writing,the research adopted the approach of teaching English writing through text-based reading,encouraging students to creatively use the linguistic knowledge and writing skills learned from the English texts to improve their English writing ability.The research aims to compare and analyze the effects of the two writing models on students' ability to use lexical collocation,sentence structure and diseourse eohesion so as to guide English teaching effectively and improve students' writing ability.The research centers on the following questions:1.What effects does reading-to-write approach have on senior high students' writing motivation and confidence?2.What effects does reading-to-write approach have on senior high students' writing proficiency?3.What effects does reading-to-write approach have on senior high students' ability to use words and construct sentences?4.What effects does reading-to-write approach have on senior high students' ability to apply cohesive devices?Comparative experiment,questionnaires as well as interviews are used to gather relevant data.The data were analyzed with SPSS and Excel.Contents of the interviews and the questionnaires were also recorded and analyzed.Findings of the research are as follows:The approach of teaching English writing through text-based reading can not only improve students' writing ability,but also enhance their interest in writing.The research data show that students in the experimental group have made significant advances in aspect of accurate vocabulary collocation,diversified sentence patterns and proper discourse cohesion.Therefore,the reading-to-write approach is effective and feasible in English teaching in senior high school.The findings provide useful enlightenment for English language teaching practice in senior high school.During the English teaching process,teachers are expected to fully utilize the reading materials in the English textbooks,and provide students with sufficient comprehensible input so as to cultivate students' writing ability through in-depth reading of the text.Meanwhile,teachers are expected to provide evaluations,feedbacks and encouragement for students to enhance their writing enthusiasm and achieve better teaching effect.