An Experimental Research On Improving The English Writing Performance Of Senior Three Students By Reading-to-Writing

With globalization increasing,the importance of English,which is regarded as a globally accepted language,has only increased.The English Curriculum Standards for Senior Secondary Schools(2017)also sets higher requirements for students’ English learning literacy.However,in current English learning,writing has become a major challenge for students.English teachers basically use the traditional teaching method,which means teaching writing in a direct manner.There is not enough language input.Reading and writing are completely separated.This method ignores the significance of reading,leading to the result that students have nothing to write.However,reading is a necessary teaching part,through which students can increase their cultural input,information integration and knowledge construction.Besides,their writing abilities can also be improved in this link.Therefore,based on relevant studies at home and abroad,this study carries out an experimental research on reading-to-writing to enhance students’ writing accomplishments in the third grade of high school,using Krashen’s Language Input Hypothesis,Swain’s Language Output Hypothesis and Memetics as the theoretical basis.The subjects of this experimental study were students from two parallel classes in the third grade of a key high school in Huainan City.Questionnaires,experiments,tests and interviews are used as important research methods in the experiment.This experimental research is intended to solve the following two questions:(1)Can the“reading-to-writing” mode promote the writing performance of senior three students?(2)In order to improve students’ writing performance,in what ways students’ writing literacy can be promoted through the reading-to-writing model?Before the experiment,this study carries out tests and questionnaires in the experimental and control classes individually.The results show that there is no remarkable difference between the two classes in terms of students’ performance in writing,but both are somewhat fearful of writing in English.Next,the reading-to-writing mode is used to teach writing in the experimental class,which lasts for ten weeks.Ten weeks later,the two classes are tested again.The results reveals a significant difference that writing scores of the experimental class are higher than the control class.A separate questionnaire and student interviews are conducted for the experimental class after the experiment to confirm the positive effects of the reading-to-writing model on the students.After two and a half months of experimental research,students’ pre and post test scores as well as data from questionnaires and interviews are analyzed to conclude that the reading-to-writing model improves the writing performance of senior three students.Meanwhile,in order to improve the writing performance of senior three students,the reading-to-writing mode can promote their writing literacy from four aspects: students’ writing confidence,writing interest,writing habits,and evaluation abilities.Based on the research findings above,five suggestions are given to the teachers in Senior Grade three English teaching: focusing on fostering students’ confidence in writing,arousing their enthusiasm for writing,concentrating on the development of good reading and writing habits among students,developing students’ evaluation abilities,and continuously improving teachers’ teaching and professional level through their self-reflection in teaching.