A Practical Study On Application Of Reading-to Write To English Writing Teaching In Senior High School

As an important form of language output,writing is very important in English teaching.However,students’ writing ability is still weak at present in our country.In terms of this problem,there are some theoretical and empirical studies on the improvement of English writing through reading regarding high school English teaching.Throughout the relevant empirical researches,what the researchers of foreign languages have studied is mainly about college students’ English writing,there are few studies about high school students.Besides,most studies focus on the students’ writing grades,while few engage in an in-depth exploration into the influence of "Reading to write" method on students’ writing attitude and writing abilities such as vocabulary,syntax and structure and so on.Therefore,based on the experimental study on the application of “Reading to write” in English writing teaching at high school level,this paper compares and verifies the actual effects of this method,and tries to provide suggestions for improving English writing teaching in senior high school.Through research methods such as questionnaire survey,interview and teaching test,this study,taking students from two classes of grade two in a high school in Inner Mongolia Tongliao city as respondents,conducted an writing teaching experiment for nearly 150 days,and kept a record of those students’ class performance.In order to keep track of the changes in students’ attitudes towards English writing after the teaching method of "Reading to write",the author conducted two questionnaires before and after the application,and in order to further support the results of the survey,the author interviewed six students later.After three teaching tests and the test results were imported into the SPSS,it shows the improvement of students’ writing ability in vocabulary,writing syntax and writing structure and so on.It is found that the teaching method of "Reading to write" can bring students positive writing experience and change their attitude towards English writing,that is,students have been influenced cognitively,emotionally and behaviorally:they are more cognitively aware of the importance of English writing,more emotionally interested in English writing,and behaviorally more active in writing class.At the same time,the “Reading to write” method can also improve students’ writing ability.From the perspective of vocabulary,students’ vocabulary richness,accuracy and complexity have seen improvement as students can imitate and correctly use advanced vocabulary,hence their enhancement of language ability;in terms of syntactic accuracy,complexity and fluency of writing,this teaching method help improve students’ grammar,and students’ ability to imitate and correctly use advanced sentence patterns;as for writing structure,students’ ability to use connectives has been enhanced,that is,the coherence of the text has been improved,and the arguments in the composition have become clearer,and students have the consciousness of planning and layout.On the basis of this study,the author has verified the effect of “Reading to write” on students in their writing attitude,writing ability and so on,and puts forward some suggestions for practicing those teaching methods,aiming at helping high school English teachers to improve their teaching result as well as their own teaching abilities.