A Study On The Application Of “Reading-to-Write” Teaching Model To English Writing Teaching Based On Discourse Cohesion Theory In Senior High School

The New English Curriculum Standards for Senior High School（2017 edition）points out that the overall goal of senior high school English curriculum is to cultivate students’ comprehensive language ability,among which the cultivation of writing ability is crucial to improve students’ comprehensive language ability.However,the current situation of English writing teaching in senior high schools is not optimistic.Teachers usually separate reading teaching from writing teaching,and students’ weak consciousness of discourse cohesion also leads to the lack of the whole logic and coherence in writing.Therefore,this study integrates the teaching of cohesive devices into the teaching of writing and combines the teaching of reading and writing to explore the influence of the “reading-to-write” teaching model based on discourse cohesion theory to English writing of senior high school students.The research questions of this paper are as follows:1.What are the effects of “reading-to-write” teaching model based on discourse cohesion theory on students’ attitudes towards English writing in senior high school?2.What are the effects of “reading-to-write” teaching model based on discourse cohesion theory on students’ use of cohesive devices in English writing in senior high school?3.What are the effects of “reading-to-write” teaching model based on discourse cohesion theory on students’ English writing performance in senior high school?The experimental subjects of this study were 72 students from two parallel classes of grade two in a senior high school in Shenyang where the researcher practiced.35 students in the experimental class adopted the “reading-to-write”teaching model based on discourse cohesion theory;there were 37 students in the control class,applying the traditional teaching method of separation of reading and writing.The whole experiment lasted for three months,which used the research instruments of questionnaires,tests and interviews.Based on the analysis of the research results,the “reading-to-write” teaching model based on discourse cohesion theory is more conducive to improving students’ writing ability than the traditional teaching model.On the one hand,students develop their interest in writing and can actively complete writing tasks.On the other hand,students are able to consciously and correctly use cohesive devices to make the content of the article more coherent.At the same time,students’ writing performance has also been significantly improved.All in all,teachers should enrich their knowledge of discourse cohesion theory and consciously integrate it with the “reading-to-write” teaching model.In teaching,teachers should not only cultivate students’ awareness of discourse cohesion,but also make them realize the relationship between reading and writing,so as to improve students’ English writing ability.