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

In English language teaching,reading and writing activities are the main path to develop students’ core literacy in the subject of English.Reading is language input,writing is language output,and the two are a unified community that mutually affects and promotes each other.The ability to write in English is an important reflection of a learner’s English proficiency.However,in the current practical teaching,there are many problems in the teaching of English writing,for example,the teaching of reading and writing is in a state of separation and disconnection,teachers and students do not pay enough attention to the teaching of reading and writing,the degree of reading is lacking,and the teaching of writing is out of the real context.Writing has become a major problem in English teaching that needs to be solved urgently.Therefore,this research addresses the common and typical problems in the current English writing teaching in high school,takes input-output theory as a guide,highly integrates reading and writing in the context of the theme,strengthens language input and implements language output.The aim is to explore the relationship between the reading-to-write model and high school students’ interest and motivation in writing,as well as their writing performance and level,so as to improve the effective strategies of writing teaching and enhance the efficiency of English writing teaching.The experiment was conducted with 61 students in the first year of senior high school at the Affiliated Middle School of Guizhou Normal University in Guiyang,Guizhou Province,for 20 weeks.Class 23 was the control class,which used the traditional teaching model of reading and writing separately,and Class 25 was the experimental class,which used the reading-to-write model based on thematic contexts.Data were collected through four methods: questionnaires,interviews,classroom observations and tests,and analyzed by using SPSS(26.0)to answer the following two questions.(1)Does the reading-to-write model based on thematic contexts help to improve high school students’ overall English writing performance and writing skills? especially in the areas of discourse structure,language expression,content points,logical thinking?(2)What are the attitudes of senior high students towards the reading-to-write model based on thematic contexts? Does the model help enhance senior secondary students’ interest in English writing and motivation to write?The findings of the study suggest that the model is feasible and effective.The main findings are:(1)The model can improve the overall English writing performance and writing level of senior high students,especially in the areas of discourse structure,content points,language expression and logical thinking,which are more helpful to students.(2)The model can enhance senior high school students’ interest and motivation in English writing,and most high school students have a positive and satisfactory attitude towards the reading-to-write model based on thematic contexts.The study’s inspirations for teaching English writing in senior high schools are,firstly,the importance of the role of thematic context and the development of thematic meaning and cognition in the unit should be taken into account.By choosing authentic topic content,expanding and deepening the meaning of the topic,students are able to construct new knowledge structures under the guidance of teachers,deepen their knowledge and understanding of the connotations of the topic,gradually develop language skills,promote the integration of language learning and thinking activities,help students form effective English learning strategies,contribute to the continuous improvement of English writing,and realize the enhancement of students’ subject core literacy.Secondly,by effectively combining reading and writing,the two-way virtuous cycle of reading for writing and writing for reading is brought into play,avoiding the training of a single skill,relying on the teaching materials to implement the task of reading-to-write,and ultimately implementing the core literacy of the English subject.Furthermore,teachers need to develop the right teaching awareness and integrate modern ideas into classroom teaching.At the same time,teachers should focus on the countervailing role of assessment and the diversification of teaching methods in their teaching.Finally,interesting teaching and learning enhances students’ interest in learning.By using interest as a guide,it can better stimulate students’ subjective initiative and motivation to learn.However,the reading-to-write model based on thematic contexts does not solve all the problems in teaching English writing in high school.When using it,teachers should make adjustments and additions according to the actual teaching conditions of the students,teachers and teaching materials in order to optimize the teaching of writing and make it more effective.