On Improving The English Writing Ability Of Senior High School Students With The Input And Output Theory

As a basic skill in mastering a foreign language, writing ability shows the students'comprehensive competence to use a language. As far as English teaching is concerned, it is essential to help students improve their writing ability in English. Teachers and students all attach importance to English writing and spend much time practicing writing. However, in traditional writing teaching, teachers tend to lay emphasis on the use of words, phrases and sentences as well as grammar, which misleads students and makes them believe that good writing requires only good words and sentences and few grammar mistakes. Therefore, most students tend to ignore conscious language input in their daily English study. The improvement of the writing ability needs a lot of language input through reading. Only by reading a lot can students really understand and master the text structure, the language contexts and the cohesion between sentences, and apply what they have learned from reading articles to their own writing.This study aims at effectively improving the English writing ability of the senior high school students by urging the students to acquire a lot of reading input and applying the process-writing approach to the teaching of writing under the guidance of the input and output theory. The experimental objects are two classes of Senior One. First, the author makes a questionnaire survey and individual interviews before and after the experiment so as to know the current situation of high school English teaching of reading and writing before the experiment and the effects of the writing teaching after the experiment. Secondly, the author teaches writing in the experimental class through a lot of reading input and the process writing approach. Meanwhile, in the control class only the traditional product writing approach is adopted without a lot of reading input. After the experiment, the data, which are collected from the two final exams before and after the experiment through the SPSS software, are used to analyze and discuss the experimental results. After the one-term teaching experiment, the author summarizes the following findings: First, reading input combined with the process writing approach can promote the high school students'English writing ability obviously. Secondly, students of different English levels can all benefit from reading input as well as the process writing approach without obvious differences.In order to make the high school teaching of writing more effective, we must strengthen the reading input in the teaching. In addition, we should consciously help our students to turn reading input into effective writing output. Meanwhile, we should also offer our students more effective process writing practice to improve their writing ability effectively.This study is of great practical significance to the high school English teaching of writing. It confirms the importance of reading input, encourages more teachers and students to pay attention to reading and changes their mentality of reading and writing for passing exams so that they can absorb language knowledge from reading and apply it to practice and turn it into their own language. Besides, the effective teaching model of reading input as well as the process writing approach can change the traditional writing teaching model, which makes it more creative and effective. The new teaching model of writing helps promote the writing ability of students of different English levels similarly, which shows that the new model can be widely used in high school English teaching of writing.