An Empirical Study Of Reading-Based Writing Model In English Writing Teaching In Secondary Vocational School

When it comes to English learning, most often emphasized are the four basicskills: listening, speaking, reading and writing, of which writing is usually consideredas the most difficult and challenging one. For most Chinese students, although theyhave learned English for many years, it is never easy to write a coherent Englishparagraph. After all, writing well, especially in a foreign language, needs not onlysolid vocabulary, grammar and figure of speech, but also the original ideas and thethinking mode in the target language. Therefore, comparatively it is more difficult toteach Chinese students how to improve their English writing competence, which ischallenging for English writing teaching.The author of this thesis takes the idea that writing is absolutely closely relatedwith reading and further puts the idea into practice to form the model of reading-basedwriting, whose purpose is to guide students to perceive and accumulate someknowledge about writing through reading and finally improve their writingcompetence. The purpose of this empirical study is to examine the effectiveness of thereading-based writing teaching model.The study explores two issues: the actual effects of the reading-based writingteaching model on students’ interest in English writing and their proficiency ofEnglish writing. This study selects60students of Grade2011majored in nursing inMedical School Attached to China Medical University as the subjects. There are twoparallel classes. One is taken as the experimental class, and the other the control class. The experiment lasted for twelve weeks. In the control class, the writing was taughtwith the traditional method, while in the experimental class, the teacher instructed thewriting with the reading-based writing model. Throughout the whole teaching process,pretest, posttest, two questionnaires and the interview were the research instruments.Then SPSS16.0was used to process the collected data, with independent samplet-test and paired sample t-test being conducted. The results of data show that: throughthe experiment, the students in the experiment class become more and more interestedin English writing. Moreover, compared with the students in the control class, theirwriting competence has a significant improvement.