An Experimental Study Of Reading-to-write In Senior High School English Writing Teaching Based On Discourse Cohesion

The New English Curriculum Standards for Senior High School(2020 Revision)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,there are some problems in senior high school English writing teaching.Firstly,students’ weak consciousness and improper use of discourse cohesion leads to the lack of the whole logic and coherence in their writing.In addition,some English teachers ignore the relationship between reading and teaching and usually separate reading from writing teaching.Affected by this,learners themselves do not realize the importance of reading to writing and cannot apply the knowledge in the reading to write,which caused their low interest in writing and poor writing performance.Based on this,this study combines textual cohesion with reading-to-write model to explore the impact of the reading-to-write model based on discourse cohesion on senior high school English writing.Based on cohesion theory,input theory and output theory,92 students from two parallel classes in Grade One of Y High School in Luoyang city were selected as the research subjects.This study lasts for three months and aims to analyze the influence of the reading-to-write model based on discourse cohesion on senior high English writing.There are two research questions in this study.Firstly,what is the impact of the reading-to-write model based on discourse cohesion on high school English learners’ writing competence?This question consists of three sub-questions,namely,how does the reading-to-write model based on discourse cohesion affect the lexical diversity,sentence accuracy and discourse structure of high school English learners? Secondly,what is the impact of the reading-to-write model based on discourse cohesion on high school English learners’ writing attitude? This question includes three sub-questions,namely,how does the reading-to-write model based on discourse cohesion affect the writing cognition writing emotion and writing behavioral awareness? The research methods adopted in this study include teaching experiment,test method,questionnaire and the interview method.In the experimental implementation,the researcher uses the first monthly exam and the final-term exam to conduct pre-test and post-test on English writing for the two classes.Besides,the two questionnaires are carried out before and after the experiment in the two class and the interview is conducted in the experiment class to know about whether the students’ attitudes towards English writing changed.After three months of teaching experiments,the research findings are as follows: firstly,the reading-towrite model based on discourse cohesion helps improve the writing competence of the students in the experimental class,which can promote both letter writing and continuation writing.Compared with the students in control class,the students in experimental class have significant changes in lexical richness,sentence accuracy and discourse structure.Secondly,the reading-to-write model based on discourse cohesion has a significant impact on the writing attitude of the students.Specifically,the writing cognition has the most significant impact,the writing emotion is relatively significant,and writing behavioral awareness is generally significant.Therefore,the reading-to-write model based on discourse cohesion is feasible and effective in senior high school English writing teaching.The implications of this study for high school English writing teaching are as follows: Firstly,teachers should try to combine discourse cohesion with reading-to-write model,and implement the reading-to-write model based on discourse cohesion in senior high school English writing teaching.Secondly,teachers should pay attention to the writing output after reading input.Reading is the foundation and source of writing,and writing is the extension of reading and the embodiment of comprehensive language ability.Thirdly,teachers should mark the cohesion errors in students writing when they correct students’ compositions,and check the students’ corrections.