A Study On The Application Of Reading-to-write In Senior Three English Writing Teaching

As the input and output means of language learning,reading and writing play an important role in English language teaching.However,many studies show that the current situation of English writing teaching is not satisfactory,especially in senior high school.First,students are so afraid of difficulties in English writing that they are lack of interest and confidence in English writing.Secondly,Teachers ’ guidance for writing teaching is limited to the evaluation of scores and appreciation for model essays.Lacking guidance for writing skills leads to mechanical imitation,empty content and other problems in the process of writing.Based on this teaching background,this study applies the reading-to-write approach to high school English classes through empirical research,aiming to verify whether the reading-to-write approach can improve students ’ English writing level.The concrete research questions are following:(1)What effects does the reading-to-write approach have on students’ attitude in English writing?(2)What effects does the reading-to-write approach have on students’ writing performance?In this experiment,102 students from two classes of senior three in an ordinary high school in Yuanjiang city were selected as the objects to carry out the writing teaching experiment for three months.A random class was selected as the experimental class,and the reading-to-write approach was adopted.The other class,as the control class,adopted the traditional writing teaching method.This study consists of six writing tasks,two questionnaires and one interview.Before and after the experiment,English writing test s and attitude questionnaires about English writing were conducted for all students involved in the experiment,and a face-to-face interview was conducted for 9 students in the experimental class to assist the research results.All data collected from writing tests and questionnaires were tested by SPSS software.This study combines quantitative analysis and qualitative analysis to analyze the influence of the reading-to-write approach on students’ writing performance and writing attitude before and after the experiment.Through experiments and data analysis,the following experimental results are obtained:(1)Reading-to-write approach has a positive effect on improving students ’attitude towards English writing,which is reflected in the questionnaire score of the experimental class is significantly higher than that of the control class,and the interview results show that students approve and like the reading-to-write approach;(2)Reading-to-write approach can effectively improve students’ English writing scores,which is reflected i n the improvement of writing scores and the enrichment of writing content in experimental classes.Through the discussion and analysis of the above results,it is found that the application of the reading-to-write approach can improve students’ writing attitude,and their English writing performance has also been significantly improved.This shows the feasibility and effectiveness of the reading-to-write approach in high school English writing teaching.This research has some implications for English writing teaching in senior high schools,that is,teachers can lead students to input knowledge to the maximum extent through extensive reading and intensive reading,and use the knowledge input from reading to output efficiently in English writing,so as to achieve the purpose of stimulating writing motivation and improving writing performance.Finally,as the exploration of the reading-to-write approach is still in the rich stage of development,some suggestions for effective implementation of the reading-to-write approach are put forward in the end of this study,as well as the shortcomings and limitations of this paper,which provide possible directions and prospects for future research.