An Empirical Study On The Application Of Reading-to-write To Senior One English Writing Teaching

According to the National English Curriculum Standards for General High School,writing is an important criterion to measure students’ English comprehensive proficiency.High school English teachers in China,however,tend to focus on reading teaching and grammar teaching,which,to a certain extent,reduces students’ interest in writing and leads to the problems of confusion in discourse logic,errors in phrase and sentence,and vogue writing content.In view of the present situation,this study takes senior grade one students as experimental subject and applies Reading-to-Write approach to the English teaching in senior high school to discuss whether the teaching method can improve their English writing proficiency.From teacher’s point of view,the study puts forward corresponding suggestions on writing teaching so as to stimulate students’ interest in English writing and improve teaching effectiveness.Based on the previous study and the theoretical basis of Krashen’s language input hypothesis and Swain’s output hypothesis,the researcher adopts the method of empirical research and applies Reading-to-Write approach to the high school English teaching.Two parallel classes of a senior high school in Hainan province are selected as the experiment subject,one of which is the experimental class,the other is the control class.The teaching experiment lasts for 13 weeks.Before the experiment,writing test is conducted both in the experimental class and the control class.Teacher carries out teaching activities in experimental class.Reading texts and extracurricular reading texts serve as pre-writing input.Brainstorming and writing serve as while-writing output.Student peer-assessment and teacher comments serve as post-writing feedback.After the experiment,writing tests are conducted both in the experimental class and the control class,and questionnaires and interviews are conducted in the experimental class.At last,the data collected during the experiment are compared and analyzed to draw conclusions.The experimental results show that:(1)The Reading-to-Write approach is of help to improve the English writing proficiency of senior grade one students,especially in terms of vocabulary use,sentence structure,textual cohesion,and writing content;(2)Students accept and approve of the Reading-to-Write approach after receiving it.Last but not least,based on the theories and the experimental conclusions,the researcher puts forward suggestions for improving English writing teaching in senior high school,and provides reference for English teaching and follow-up related research.This study has certain practical significance,still,there are some disadvantages.It remains to be further tested and perfected in the teaching practice in the future.