An Empirical Research Of Using Graphic Organizers In English “Reading-to-Write” Teaching In Senior High School

Writing is not only one of the five basic skills specified in the General Senior High School English Curriculum Standards(2020 Revision,2017 Edition),but also an important part of the college entrance examination,which aims to test students’ ability to use language comprehensively.However,for a long time,English writing teaching in senior high schools is inefficient,which leads to students’ writing performance inefficient.In the long run,students lose interest and confidence in writing.“Reading-to-write”teaching is a way that combines reading and writing.Just as language input and output are two essential processes in English learning,in “reading-to-write” teaching,reading is exactly the input process,while writing is the output process,the two complement and promote each other.In this teaching model,students can not only improve their reading ability by analyzing the content,structure,and language of the text,but also lay the foundation for writing,thus enhancing students’ interest and confidence in writing.By sorting out the research on graphic organizers and “reading-to-write” teaching at home and abroad,it finds that scholars mainly study graphic organizers in reading teaching.While for “reading-to-write” teaching,they mainly study the effect of using mind map(one of the graphic organizers)in English “reading-to-write” teaching,which has limitations on the improvement of writing ability and interest.Therefore,this study uses “schema theory”,“input and output hypothesis” and “constructivist learning theory”as the theoretical basis,and applies graphic organizers in senior high school English“reading-to-writing” teaching to explore the following two questions: 1.What are the effects of using graphic organizers in English “reading-to-write” teaching on students’ writing ability in senior high school? 2.What are the effects of using graphic organizers in English “reading-to-write” teaching on students’ writing attitude in senior high school?This study selects 103 students in two senior high school classes in Chongqing for an 18-week teaching experiment.The study adopts quantitative and qualitative research methods,and the main research instruments are writing tests,questionnaires,and interviews.In the first week of the experiment,the author administers a pre-writing test in the two classes and distributes questionnaires to each EC student.During the next sixteen weeks,the author teaches “reading-to-write” lesson in EC by using graphic organizers.While in CC,the “reading-to-write” teaching does not involve any graphic organizer training.In the eighteenth week,the author administers a writing post-test to two classes,distributes questionnaires to students in EC,then selects six students from EC for interviews.The study results show: first,using graphic organizers in English“reading-to-write” teaching can improve students’ English writing ability in senior high school.Specifically,in terms of writing content,structure,and language,the improvement in writing content and structure is more significant,but the improvement in writing language is not significant.Second,using graphic organizers in English“reading-to-write” teaching positively affects students’ attitude towards writing in senior high school.Overall,this study demonstrates the effectiveness of using graphic organizers in English “reading-to-write” teaching to improve senior high school students’ English writing ability and attitude.Based on the above findings,the author put forwards some recommendations for the practice of English “reading-to-write” teaching.Firstly,in the language input stage,teachers should choose proper reading content according to the writing task and sort out useful language materials to build a scaffolding for students’ writing;secondly,teachers need to help students master the usage and function of graphic organizers so that students can construct them for studies;finally,teachers should focus on students’ learning gaps and needs,and design effective teaching activities to help students make progress and meet their individual development.