Research On The Application Of Reading To Write In English Writing Teaching In Senior High Schools

For English study in senior high school,listening,speaking,reading and writing are four components that are indispensable.Compared to writing and speaking,listening and reading,as input components,are not difficult for Chinese students,but writing,as output component,is not that easy,for in order to be able to output,it is necessary to have a certain amount of vocabulary,to read more excellent texts,to learn from the authors’ diction and writing techniques.At the same time,teachers should provide students with clear ideas about writing through reading and improve the effectiveness of their writing so that senior high school students’ writing can be effectively improved.The reform of Jiangsu’s college entrance examination has turned writing from one passage into two,one is application essay and the other is writing after reading,which has undoubtedly increased the difficulty of students’ English writing.,Teachers in senior high schools tend to ignore the combination of reading and writing in English teaching,and it is difficult for students to get useful materials from reading,so the current situation of senior high school English writing teaching is not satisfying.Therefore,the author believes that reading to write is of great practical significance for students’ writing improvement in senior high school.The study focuses on 2 main questions:1.What impact does the reading-to-write approach have on increasing senior high school students’ interest in reading English?2.What impact does the reading-to-write approach have on improving the English writing skills of senior high school students?This study uses the input hypothesis,output hypothesis,zone of proximal development theory and Schema theory as the basis for incorporating the reading to write approach into teaching in order to explore the impact of this approach on students’ interest in reading and their writing level in English in senior high school,and to propose some new ideas in this way hoping to improve the teaching of English writing in senior high school.This study uses questionnaires,empirical research method and writing tests.Through the experimental research method,pre-test and post-test data were analyzed and compared using spss23.0 to investigate the above 2 questions.The target students were those in Class 3 and 4,Grade1 of Wang Jie Middle School,of which class 3 was the experimental class and class 4 was the control class,and the author conducted an 18-week teaching experiment on these two classes.The experimental class adopted a reading to write teaching model,while the control class adopted a separate reading and writing approach.The research shows that reading to write has a facilitating effect in terms of students’ interest in reading,and can also improve students’ overall writing level.After data analysis by spss23.0,it is concluded that after the use of the teaching mode of reading to write,the students’ interest in experimental class in English reading,as well as English writing level have been significantly improved.In the experimental class,the average writing score of the post-test was higher than that of the pre-test by 1.6889.Therefore,through the study in senior high school teaching,if teachers combine reading and writing organically,use extensive reading in reading materials,clarify ideas,and pay attention to word usage and articulation,senior high school students’ writing level will be improved to a great extent.