An Empirical Study On Narrow Reading In Improving English Writing Teaching In Senior High School

Writing,one of the basic skills of English learning,is an important part of English teaching and a reflection of students’ comprehensive language use ability.In recent years,The Ordinary Senior High School Curriculum standards have put forward higher requirements for senior high school students’ English writing ability.However,the current English writing teaching in high school is unsatisfactory.The writing teaching method is traditional and monotonous,with little novelty.As a result,most of the students lack enthusiasm for English writing and their writing ability is weak.Hence,how to improve senior high school students’ English writing ability has become a difficulty for many English teachers.Therefore,the author tries to combine narrow reading strategy with senior high school English writing teaching,that is,let students do narrow reading before writing,in order to explore whether narrow reading has a positive impact on improving senior high school students’ English writing ability.Narrow reading can help students familiarize the background information of the writing theme,grasp the genre structure,construct relevant thinking schemas,and learn new vocabulary and grammar,which are very important for senior high school students’ English writing.Therefore,the purpose of this study is to answer the following two questions:(1)Whether the application of narrow reading in senior high school English writing teaching can improve the English writing level of senior high school students?(2)Whether the application of narrow reading in senior high school English writing teaching can increase senior high school students’ English writing interest and confidence?To answer the questions,this study took 80 students from two parallel classes of senior two in Harbin XX high school,Heilongjiang Province as the research object to conduct a four-month teaching empirical study.Before the experiment,the two classes were tested in English writing to ensure that their writing proficiency was comparable,and the pre-experiment questionnaires were distributed to the experimental class to know the students’ present writing situation.In the experiment,the author applied the teaching method of combining narrow reading and writing teaching in the experimental class,while in the control class,the traditional writing teaching method was adopted.After the experiment,the two classes were tested by the writing post-test,and the post-experiment questionnaires were distributed to the experimental class,besides,some students in the experimental class were interviewed.According to the analysis of the pre-test and post-test scores of the two classes through SPSS 22.0 and the results of the questionnaires and interviews,this study draws the following conclusions:(1)The application of narrow reading in senior high school English writing teaching can effectively improve students’ interest and self-confidence in English writing study.(2)The application of narrow reading in senior high school English writing teaching is conducive to the improvement of senior high school students’ English writing level,which can be manifested in students’ background knowledge,structure organization and language use.Therefore,narrow reading plays a positive role in improving senior high school students’ English writing ability.Finally,the author analyzed the limitations of this study and put forward some suggestions for the future research.