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

English writing runs through the whole process of English teaching and is one of the four elements of language skills.It occupies a very important position in English teaching in senior high school.Thematic context is one of the six elements of English curriculum content which is clearly put forward in the Standard of English Curriculum in Senior High School(2017 Edition)(hereinafter referred to as the New Curriculum Standard).All language learning activities should be carried out in a certain thematic context.However,the current situation of senior high school English writing is not optimistic.There is a phenomenon of separation of reading and writing,which is divorced from the thematic context in writing.Therefore,it is difficult for students to improve their English writing ability without thematic consciousness.This thesis studies the effect of reading-to-write approach in high school students’ English writing teaching based on thematic context.This study is based on the theory of Context theory,Krashen’s Input Hypothesis and Swain’s Output Hypothesis,and then tries to explore two research problems.It addresses the following two questions: 1.How does the reading-to-write approach based on thematic context improve senior high students’ writing motivation? 2.Is it possible that Reading-to-Write Approach Based on Thematic Context can improve senior high school students’ English writing expression,especially on fluency,accuracy and appropriateness? Based on the relevant theories,the author takes the students of rocket class in the first grade of Yan’an middle school as the research object,with a total of 50 students.This class uses the teaching material with PEP to teach the high school English.Students use this English writing teaching approach to carry on the teaching experiment within four months.Research tools like questionnaire,test paper and interview were used in this study.SPSS25.0 software was used in the experiment to analyze the experimental data and discuss the results.Firstly,the questionnaire is divided into pre-test and post-test,collecting and sorting out the data of the two questionnaires and analyzing the students’ interest in English writing.Then through the test paper,the students’ four monthly English writing scores were analyzed to study whether the English writing language expression ability was improved.In the end,6 students were randomly selected to interview,and combine with the questionnaire was used to analyze whether the writing interest of high school students changed with this writing teaching approach.The results of this study showed that after four months of research,the attitude of senior high school students towards English writing has changed,which is showed in the improvement of their interest in writing.Students were willing to write in conjunction with reading the relevant thematic context of vocabulary expression and so on for English writing.Students’ awareness of thematic context has been strengthened,and the content of writing has been combined with thematic context.The inspiration of this study is to establish the consciousness of “thematic context” in reading and writing.By combining reading and writing to cultivate high school students’ writing ability.Through reading-to-write,drive output by input to strengthen students’ interest in English writing.Take the students’ interest as the starting point,and expand the input of English reading,so as to promote the output of writing.Of course,this approach cannot solve all the teaching problems.When using this approach,it should be adjusted and perfected according to the actual situation of teaching practice.