| It is universally acknowledged that “listening,speaking,reading,viewing and writing” are the five basic language skills.Among these five basic skills,English writing is generally considered as a highly comprehensive written English language output ability,as it requires that the vocabulary and grammar used should be accurate,the text should be orderly layout,and most importantly the expression of thoughts should be logical.What’s more,writing has also become one of the language skills needed to be focused and developed in English teaching in high school.Part of the reason is that English learners’ writing can objectively reflect his or her comprehensive ability of using the language.In recent years,the training methods of combining reading and writing and reading-to-write teaching have attracted widespread attention from scholars both at home and abroad,and they have been proven to be effective ways of writing training.However,in writing practices,the phenomenon of irrational structure and rigid content in articles are still common among students.Mind mapping,as a visual cognitive thinking tool,features the characteristic of fully mobilizing learner’ left and right brain’s work efficiency.Therefore,based on the theory of input and output hypothesis,schema theory and constructivism,this thesis focusing on studying the relationship between language input(reading)and language output(writing),and attempts to build reading-to-write method based on mind mapping in high school English teaching,which was to achieve a combination between reading and writing.Besides,a combination of two writing tests and an interview are applied to further exploring the following two issues:(1)Based on mind mapping,what effects does reading-to-write method used in English writing teaching have on senior high school students’ English writing ability in terms of content,organization and language?(2)Based on mind mapping,what effects does reading-to-write method used in English writing teaching have on senior high school students in terms of writing habit and attitude?The present study takes 95 senior one students from two parallel classes in a four-star high school in Nanjing City as the research objects.In this study,the experimental research and interview methods were used to conduct a 12-week teaching experiment to verify the application effect of promoting reading-to-writebased on mind mapping.Through analyzing the teaching practices,applying SPSS23.0 software to analyze the writing scores of students before and after the test,and analyzing the content of students’ interview,the following findings are found:(1)The research results show that there is a significant difference in the post-test composition scores between the experimental class and the control class.To be specific,there are significant differences in the content of the writing and the logical consistency of the structure.There are no significant differences in accuracy and diversity of the language use.Thus,it can be seen that the reading-to-write teaching method based on mind mapping is conducive to improving students’ English writing level,and the effect of improving the content and organization of writing is remarkable,but the effect of improving language expression is not obvious.(2)The overwhelming majority of students adopt a positive attitude towards the reading-to-write teaching method based on mind mapping.They believe that this teaching method can enhance their confidence in writing,cultivate their interest in writing,and help them write smoothly.The implications of this study for second language teaching and research are as follows:First,teachers should actively help students to understand the relationship between English reading and writing,and also their importance.They need to pay special attention to cultivate students’ reading and writing habits.Second,in reading teaching,teachers should guide students to establish discourse awareness with the help of mind mapping,construct meaning as a whole,and which in turn guide students to interpret the structure of the text more deeply,and teach them to pay attention to the way of writing and the content of a text.The ultimate target is to help them grip the skill of analyzing the characteristics of language expression.At the same time,encourage students to read after class can enrich the input of their language.The interaction of their reading both inside the classroom and outside the classroom can enhance their ability to flexibly transfer and use English,and thus make reading and writing integrated.The reading-to-write method can effectively improve students’ English writing level and their ability to comprehensively use the language.Third,teachers are required to make special efforts to inspire students’ interest and motivation in English writing.To cultivate students’ durable reading and writing habits is an essential way of improving students’ sustainable learning ability,also itcan make students enjoy writing and be willing to write.Students can then take a positive attitude to writing and can thus improve their writing ability. |
