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

At present,the current situation of writing teaching in senior high school is far from being satisfactory and there is a phenomenon that reading teaching and writing teaching is disconnected.For a long time,a number of researches on English writing teaching have been done by scholars at home and abroad,among which reading-to-write approach is one of them.However,most researches focus on the relationship between reading and writing and the impacts of reading on writing from a holistic perspective.Few studies attach importance to the influence of reading-to-write approach on students' writing ability in different language aspects including vocabulary,syntax and organization.Reading-to-write approach refers to the process of closely combining reading activity and writing activity to promote writing development through reading.Under the guiding principle of input hypothesis and output hypothesis,this paper discusses the application of reading-to-write approach to English writing teaching in senior high school.The application of reading-to-write approach to writing teaching tends to build a bridge between “input” and “output” for students,which can effectively improve their writing as well as comprehensive language ability.Based on this,this study aims to answer the following two questions:(1)What are the impacts of reading-to-write approach on senior high school students' attitudes and interests in English writing?(2)What are the impacts of reading-to-write approach on senior high school students' English writing in terms of vocabulary,syntax and organization?Based on the application of reading-to-write approach English writing teaching in senior high school,this research focuses on guiding students to interpret reading materials from the aspects of vocabulary,syntax and organization and then learn to apply the related knowledge to writing,so as to improve students English writing ability.This study discusses the three stages of reading-to-write approach: pre-writing,while-writing and post-writing,and each of which contains specific teaching design.In order to verify the effectiveness of reading-to-write approach applied to English writing teaching in senior high school,the researcher selected 100 students from twoparallel classes in Grade Eleven of Xinyang Senior High School as experimental subjects and conducted an 18-week teaching experiment.During this research period,Class 8 was set as the control class and the traditional writing teaching method was adopted,while Class 16 was the experimental class from whom the reading-to-write approach was applied.In the experiment,the methods of questionnaire,interview and teaching experiment were primarily used.Pre-test and post-test were conducted on the experimental class and the control class in English writing respectively,and then the data were collected and analyzed with SPSS20.0.The results show that students in the experimental class perform better in post-test than students in the control class.In addition,the results of questionnaires and interview reveal that students in the experimental class believe that reading-to-write approach can improve their writing ability and change their negative attitudes toward English writing.Based on the research,the following two conclusions are drawn.Firstly,after applying reading-to-write approach to English writing teaching in senior high school,students change their attitudes toward writing.Specifically,the combination of reading and writing teaching can reduce the difficulty of writing tasks and relieve the pressure of students directly facing writing.Most students increase their interests in English writing and can actively participate in writing teaching.In this way,students reduce the writing pressure and then change their negative attitudes towards English writing to a certain extent.Secondly,after applying reading-to-write approach to English writing teaching in senior high school,students effectively improve their writing score and ability.Specifically,with the help of reading-to-write approach,students make great progress in vocabulary,syntax and organization.Students expand their writing vocabulary,accumulate writing materials,and greatly improve their comprehensive ability to use language.