An Empirical Study On The Reading-to-Write Model Based On Narrow Reading To Improve Senior High School Students’ English Writing Ability

English writing,as a productive skill,is always the key and a difficult point in senior high school English teaching.Furthermore,the present senior high school English writing teaching is not effective,so teachers and researchers are constantly exploring new teaching methods in order to improve students’ English writing ability.Stephen Krashen,a famous American linguist,put forward a second language acquisition strategy-“narrow reading” in 1981,which referred to reading on the same genre,the same topic,or books by the same author.In recent years,many domestic and abroad scholars applies narrow reading to incidental vocabulary acquisition and English reading teaching.However,the application of narrow reading to writing teaching is not enough.The Reading-to-Write model based on narrow reading in this research deems reading and writing as integration whole.What’s more,it requires students to read a series of articles on a certain topic before writing,and input a large amount of language before language output.It closely combines reading comprehension with writing output,and closely combines language learning with language use in order to achieve the purpose of reading to writeand writing to learn.This research applies Reading-to-Write model based on narrow reading to senior high school writing teaching,and attempts to validate the following three hypotheses:1.Reading-to-Write model based on narrow reading can affect senior high school students’ English writing attitudes.2.Reading-to-Write model based on narrow reading can improve senior high school students’ writing ability.3.Reading-to-Write model based on narrow reading has an effect on senior high school students’ English writing in terms of language,content and text structure.The author carried out a 10-week teaching experiment in an ordinary high school in Tongliao City.In this study,80 students from two classes in Senior One were selected as research subjects.The research instruments in this study are questionnaires,interviews and writing tests.In this study,the author selected five topics as students’ writing topics,and the students in the experimental class were trained with narrow reading training.The reading materials were selected from English Synchronized Reading Training,matching with the textbooks.But students in the control class were treated by normal teaching method.The training of each topic lasted for two weeks.The pre-test is performed before reading articles on the same topic,and the post-test is performed two weeks later in order to fully verify the effectiveness of narrow reading before writing.From the analysis of the data in the experiment,we can come to the following conclusions: firstly,Reading-to-Write model based on narrow reading can ameliorate senior high school students’ attitudes towards English writing;secondly,Reading-to-Write model based on narrow reading can improve senior high school students’ writing ability;finally,Reading-to-Write model based on narrow reading have a positive effect on senior high school students’ English writing in terms of language,content and text structure.This study confirms that it is feasible to apply Reading-to-Write model based on narrow reading to senior high school English writing,and it can improve senior high school students’ writing ability,which showed theoretical and practical significance.Some pedagogical suggestions for senior high school English writing teaching and meaningful inspiration for further research are also provided in this study.