An Empirical Study On The Reading-to-write Teaching In Senior High School Based On The View Of English Learning Activity

Writing plays a significantly important role in English learning in senior high school.It is an important way of language output for Senior high school students.Their writing level is believed to largely reflect their English language competence,so the English writing teaching is an important part of senior high school teaching.With the intens ification of English teaching research,writing teaching has received more and more academic attention,and various teaching methods have been proposed.The reading-to-write teaching method,one of the proposed methods,holds that reading and writing are correlated tightly,and much reading can improve students’ writing proficiency.The New English Curriculum Standards for Senior High School Students(2017 Edition)(NCS)also proposes that reading is a kind of comprehensive skill,while writing an expressive skill.They complement each other.However,most of the literature abroad and at home is about the high-level English learners’ writing performance.The researches on the combination of reading-to-write teaching method and the view of English learning activity and its application in urban-continuum areas are comparatively fewer.In this research,the author hopes to apply the VOELA to reading-to-write teaching to improve the writing interest,reading comprehension achievement and comprehensive writing achievement,the competence of comprehensive writing output as well as the reading and writing skills of senior high school students.The NCS proposed the view of English learning activity(VOELA)pointing to the core literacy of English discipline.It makes it c lear that activity is the basic form of English learning,including three kinds of activities,learning and comprehending activities(perceiving and noticing,acquiring and sorting out,concluding and integrating activities),applying and practice activities(describing and elucidating,analyzing and judging,internalizing and applying activities),transferring and innovating activities(inferring and arguing,critic izing and evaluating,imagining and creating activities).This research mainly employs the activity theory,input hypothesis and output hypothesis as the theoretical foundation.In this research,the author uses VOELA in the reading-to-write teaching in the experimental class.Three hypotheses are involved in this research:⑴ The reading-to-write teaching method based on the VOELA can improve students’ writing achievement;⑵ The reading-to-write teaching method based on the VOELA can improve students’ reading comprehension achievement and comprehensive writing achievement;⑶The reading-to-write teaching method based on the VOELA can improve students’ writing interest,reading and writing skills.The research subjects are Senior One Students from one ordinary senior high school in one urban-rural continuum area in Hohhot,Inner Mongolia.One is the experimental class(EC)and the other is the control class(CC).The students from the two classes are nearly the same in age and knowledge level.In the course of 15-week experimental study,the author collects the data carefully mainly through the experimental research supplemented by the pre-writing test and post-writing test,pre-test and post-test of reading comprehension and comprehensive writing,questionnaires,interviews and classroom observation scales.After the experiment,the author uses SPSS 23.0 data statistics software to analyze the data carefully.The results have shown that the total score in writing in EC has got significantly improved compared with the CC.Specifically speaking,the writing scores(P=.003)in terms of writing organization structure(P=.009),accuracy(P=.002)and complexity(P=.000)all improved significantly.In addition,it can be c learly seen that the reading comprehension(P=.004)and comprehensive writing achievement(P=.000)both have got significantly improved.Lastly,through the analys is of the data of questionnaires,classroom observation scales and interviews,we can get a conclusion that there is an obvious improvement in writing interest(P=.000),class participation,the reading skills(P=.001)and writing skills(P=.000)have also got greatly improved in EC.Through research,this paper has got following conclusions.Firstly,using the VOELA in reading-to-write can improve students’ writing achievement.Secondly,using the VOELA can improve students’ reading comprehension achievement and comprehensive writing achievement.Thirdly,using the VOELA can improve students’ writing interest,reading and writing skills.At the same time,some shortcomings still exist in this research.For example,the whole reading-to-write teaching process under the VOELA takes too much time,so while designing the teaching procedure,teachers should have a good knowledge of the difficulty of the teaching materials and students’ acceptable level of knowledge.