A Study On The Application Of Reading To Writing To English Writing Teaching In Senior High School

The English Curriculum Standard for General Senior High School(2017 Edition)sets out “Core Literacy of English Course”,a concept centered on developing students’ abilities,and makes it explicit that such literacy is composed of language ability,cultural awareness,thinking quality and learning ability.Language ability emphasizes the cultivation of students’ integrated ability to use language,that is,the ability to understand and express meaning in the ways of listening,speaking,reading,viewing,and writing.Writing,as one of the basic language skills,is the basis for the development of English language ability and a demanding aspect of the development.However,the study showed that the traditional writing method is still widely used and difficult to meet the development of students.Therefore,the author introduces into writing courses of senior high school the method of improving writing through reading and takes Krashen’s input hypothesis,Swain’s output hypothesis and Discourse analysis as the theoretical basis,adopts such methodologies as document reference,experimental and questionnaire,chooses class 1 and class 2 of grade 1 in H Middle School of G City as the samples,and then focuses on the following two questions:(1)What are current situation and problems of English writing for high school students?(2)Can “reading to writing” approach effectively improve the English writing ability of senior high school students? In what ways can students’ writing be improved by this method?The results are as follows:(1)The teaching of English writing in senior high school leaves much to be desired.When it comes to writing,among other things,low interest,weak motive,monotony and poorly built structure are common among students,while for teachers problems such as teaching cliches and lack of related knowledge are prominent.(2)The “reading-to-writing” method can not only effectively improve the English writing performance of high school students,enhance students’ ability in organizing content,using lexical collocation or sentence structures and choosing transitional words and sentences,but also cultivate students’ ability to extract textual information and analyze textual content,thereby promoting the improvement of integrated ability to use language.Compared with the traditional writing teaching method,reading-to-writing has good application prospects,which can fulfill the requirements of the new curriculum standard for language ability.