Application Of Narrow Reading To Promote English Writing Teaching In Senior High School

As one of the basic skills in English learning,writing is not only a reflection of students’ comprehensive language ability,but also a reflection of students’ quality in thinking.Then the National English Curriculum Standard for High School(2017)also puts forward higher requirements for English language expression skills.In recent years,although teachers and students have paid attention to writing teaching,the study found that there were still problems that need to be resolved in students’ writing,such as insufficient vocabulary,improper expression or mistakes in grammar.Writing is poses a great challenge for both teachers and students.Therefore,the way to enrich students’ expression in writing has become a major difficulty in writing teaching.In order to make a comparison with English writing teaching method in Control Class,that is the method of extensive reading to writing,this study applied the Narrow Reading Strategy to English writing teaching,combining “narrow reading” with writing so as to find out their difference and provide certain implications for English writing teaching.This is an empirical study.The 101 students,from two parallel classes in Grade One in Zhouqu Senior High School of Lanzhou,were selected as the subjects and randomly selected one as the Experimental Class and the other as the Control Class.Besides,the research instruments are writing tests and a questionnaire.The purpose of the writing tests is to detect the changes in students’ writing achievements before and after writing teaching,while the main purpose of the questionnaire is to test the changes in the experimental class students’ attitudes towards writing before and after the experiment.Finally,after the experiment,the collected data were processed and analyzed via SPSS 22.0.First of all,in comparison with the teaching method in CC,the writing teaching method in EC can effectively improve students’ writing achievements.Secondly,by comparing the scores of students’ writing achievements in various dimensions,it is found that narrow reading strategy had more significant effect in term of vocabulary and language use in writing.Finally,by the comparison of the results in questionnaires before and after the experiment,it is found that the writing teaching method in EC improved students’ confidence in writing and students were more aware of the relationship between reading and writing.Then their writing habits had also changed a lot.Especially,in terms of applying the words and expressions accumulated in reading to writing,and students also focused on the importance and necessity of writing an outline and the main idea.The results of this research,eventually,provide some enlightenment for English writing teaching.But there are also some limitations in this study,so the others can do the further research in this area.