A Research On The Application Of Reading-to-write To Senior English Writing Teaching

Among the language skills such as listening,speaking,reading,writing and viewing,English writing is a difficult language skill for students to master.Writing and reading are often separated in teaching,which makes students’ performance in writing unsatisfied.Therefore,how to improve students’ writing competence has become the focus of attention.Based on the previous researches,this thesis applies Reading-to-write to writing teaching in order to promote students’ writing competence.According to different scholars’ views and definitions on Reading-to-write,which combines reading with writing so that writing competence can be promoted from reading,the researcher conducts a 20-week teaching experiment on 64 students in a class of Grade Two in Guigang Senior High School of Guangxi province,using Reading-to-write to teach.By using qualitative analysis and quantitative analysis,this thesis studies the application of English writing teaching in the senior high school.This research is based on the following three key points:(1)What is the effect after applying Reading-to-write?(2)What are the results of the observation?(3)What are the problems during the course of applying Reading-to-write?Three research tools including tests,observation and interviews are used in this research.The pre-test and the post-test are chosen from the compositions of the opening exam and the final exam organized by Guigang Senior High School.Descriptive analysis,independent sample T-test and paired sample T-test based on SPSS22.0 software are conducted on the collected data.The results show that:(1)On the whole,Reading-to-write is having a significant effect on improving students’ writing performance.(2)Students in the lower-score group have a larger improvement and benefit more than those in the high-score group.(3)The application effect is obvious,but the class participation rate in some activities is still relatively low.Reflecting on the actual record of the observation and combining with interview analysis,the researcher concludes that the reasons lie in:(1)The lack of in-depth analysis of the reading text leads to low enthusiasm of high-level students;(2)No writing practice for imitation and timely consolidation contributes to low participation;(3)The group division in post-reading discussion section is not scientific enough;(4)The teacher gives no good/bad examples in the assessment section.Meanwhile,the teacher’s teaching design is not so vivid and attractive.Insufficient attention is paid to high-score group students.Based on the above findings,we can draw a conclusion that Reading-to-write is effective and feasible,and the problems can also be solved.Based on the actual record of observation and combining with the interview analysis,the researcher puts forward the following suggestions :(1)Writing skills in the reading text should be analyzed more in depth and in detail;(2)Writing practice is needed to consolidate the knowledge learned from the reading text;(3)Group division in post-reading discussion should be more scientific;(4)Teachers should give good/bad examples in the assessment section.In addition,the teacher should also improve the teaching design,making it more attractive and pay attention to high-score group students.