An Experimental Study On The Mode Of "reading For Writing Based On Thematic Context" In Senior High School English Writing Teaching

As one of the four basic skills of language learning,English writing is not only the focus of high school English teaching,but also the difficulty.In the current writing education environment,many high school students believe that writing is a very difficult task for them.The improvement of senior high school students’ writing ability needs scientific and effective guidance.The scientific and effective writing teaching mode determines the effect of English writing teaching.However,through field investigation,the author found that most of the first-line writing classes continue the traditional result evaluation centered teaching,and there is a lack of exploration of the theme significance in the teaching.The disadvantages of this writing teaching model lead to students’ low enthusiasm for writing and regard writing as a forced task.Therefore,English teaching urgently needs to explore a teaching model that can really reduce students’ writing anxiety and improve their writing ability.Aiming at the English writing problems faced by senior high school students,based on the Comprehensible Input Hypothesis and process writing theory,this study unifies reading and writing in the same theme context for the integrated teaching of reading and writing,designs a reading promoting writing teaching model based on the theme context,and makes an experimental study on it.It mainly studies two questions: first,what is the impact of reading promoting writing model based on thematic context on senior high school students’ writing ability? Second,what is the impact of reading for writing model based on theme context on senior high school students’ writing attitude? According to the classroom implementation of this model,this paper puts forward some suggestions on teaching implementation,in order to provide some new ideas for English Writing Teaching in senior high school and improve the effect of writing teaching.In this study,the author took 108 students from a senior high school in Longyan City as the research object and conducted an experimental study for one semester.The experimental class adopts the reading promoting writing model based on the theme context,while the control class adopts the result writing teaching model.Through the comparative analysis of the pre-test and post-test scores of the experimental class and the control class,it can be seen that in the post-test,the students in the experimental class have significantly improved their scores in the completion of writing tasks,the richness of vocabulary,and the coherence and cohesion of vocabulary compared with the pre-test,while the scores of the control class have no significant change.Through the analysis of the questionnaire results and interview results,it can be seen that after the experiment,the students’ writing interest and writing confidence in the experimental class have been improved to a certain extent,and the internal motivation of writing has been enhanced.The experimental results show that: 1)reading promoting writing model based on thematic context can improve senior high school students’ writing ability.2)Reading for writing based on thematic context can improve senior high school students’ attitude towards writing and improve students’ confidence.3)Students’ feedback on this model is positive.Compared with the traditional writing teaching model,students prefer the reading promoting writing model based on topic context.