An Action Research On Thematic Context-Based Reading-to-Write Teaching Model In Senior High School English Writing Teaching

The Standard of English Curriculum in Senior High School(2017 Edition)states that English language skills are divided into comprehension skills and expressive skills,which include listening,speaking,reading,viewing and writing.Writing,as one of the expressive skills,is a weak point in the learning process of learners,and is also the focus and difficulty of teaching in senior high school.Thematic context is one of the six elements of the English curriculum content as clearly stated in English Curriculum Standards,and all language learning activities should take place in a certain thematic context.However,the current situation of English writing teaching in high school is not optimistic,and the phenomenon of separation between reading and writing has emerged,making it difficult for students to improve their English writing skills due to their lack of thematic awareness.Based on Krashen’s input theory,Swain’s output theory and schema theory,the author combines thematic context with reading-to-write in this study and used an action research to discuss the following two questions:(1)What are the effects of thematic context-based reading-to-write teaching model on students’ writing ability in senior high school?(2)What are the effects of thematic context-based reading-to-write teaching model on students’ writing interest in senior high school?In order to answer the research questions,the researcher conducted an action research in a senior class of a high school in Shenyang over a period of three months,with 43 students in the class.The researcher conducted two rounds of action research using three research tools: questionnaires,interviews and tests.Then the researcher analyzed the data through the software SPSS 26.0.After analyzing the data,the researcher came to the following conclusions: First,the thematic context-based reading-to-write teaching model had a positive impact on senior high school students’ writing ability.This teaching model was effective in improving students’ writing abilities in terms of language,content,and structure.Second,the thematic context-based reading-to-write teaching model increased students’ interest in writing and changed their attitude toward writing from negative to positive.