A Research On The Application Of Reading-based Writing To English Writing Teaching In Senior High School

The teaching of English writing has always been concerned by English educators.Writing in English,however,seems difficult for most foreign language learners,so to speak.In traditional English teaching,the reading and writing are often to be taught separately,and the relationship between them is ignored,to some certain extent.In recent years,to our joy,the study of combining reading and writing in English teaching has been receiving more and more attention.This paper aims to improve students' writing ability,especially through to paying attention to the influence of reading on students' writing vocabulary,syntax and discourse,eventually reach the goal to enhance their writing ability.Therefore,this paper analyzes the influence of reading on different levels of writing to study whether this teaching mode is feasible and whether it has a significant impact on students' writing ability.This study takes the Scaffolding Theory as the main theoretical framework,which plays the role of scaffolding in the learning process of learners,and the Scaffolding Instruction is the basis of the teaching design of reading-based writing,in order to answer the following two questions are asked to achieve the above-mentioned goal: firstly,what are the effects of the reading-based writing on lexical complexity,syntactic complexity,and discourse cohesion of students' writing? Secondly,what is attitude of students towards the reading-based writing?In this study,two parallel classes were randomly selected as experimental subjects in x high school.One was experimental class(EC)and the other was control class(CC).Each class consists of 45 students.A semester teaching experiment was conducted.Under the guidance of the Scaffolding Theory,the EC adopted the writing teaching mode of combining reading and writing,while the control class adopted the traditional writing teaching mode,reading and writing been taught separately.Before the experiment,the EC and the CC are tested before writing.After the experiment,the two classes are tested after writing.Through the methods of pretest and post-test,and SPSS24.0 was used to analyze and relevant data.The results were found as follows: 1)the teaching design of reading-based writing can effectively improve the lexical and syntactic complexity of students' writing.2)After the experiment,the EC students' writing ability has improved significantly,especially in the use of complex words and sentences.3)The EC students' interest in English writing is obviously improved.This is enough to show that this teaching mode has a positive impact on students' writing,but has no significant impact on the semantic cohesion of the text.To say frankly,due to the limited experimental time,the improvement of writing level among students is limited,though certain progress is assured.The author hopes that more and more teachers will apply the combination of reading and writing teaching mode together among senior high school English teaching,and bring about enough good changes in the future.The results of the research illustrated that: 1)Under the guidance of the Scaffolding Instruction mode,this English writing teaching mode can positively affect the writing ability of senior high school students,that is,the students' ability to use complex words and sentences in writing has been improved.2)This teaching mode not only improves students' reading ability,but also plays an important role in improving students' writing ability.At the same time,with the continuous improvement of writing ability,students show more positive attitude and confidence in English writing.Therefore,we should combine reading with writing,cultivate good writing habits of senior high school students,using new teaching strategies to bring about the change of writing teaching,this change of teaching mode is a great attempt.