An Empirical Study On Reading-based Writing Approach To English Writing Teaching In Senior High School

Aimed at the issue of "how to cultivate people" in the English subject,the curriculum standard of general high school English(2017)first puts forward the concept of "core quality of English",which not only cultivates comprehensive language application ability,but also meets the diversified and personalized development needs.But the freshmen of the high school are facing the new college entrance examination,new curriculum standards,new curriculum plans and the old Oxford English textbook,which is referred to as "three news and one old".Considering the confusion of writing designs combined with the students' writing abilities,this study explores the specific ways to optimize reading input and improve writing output efficiency.Based on Krashen's input hypothesis theory and Swain's output hypothesis theory,this study mainly discusses the following three questions:(1)What's the current learning situation of the English reading and writing in senior high school?(2)Can the teaching method of "writing based on reading" effcectively improve the writing performance of high school students?(3)How does the teaching method of "writing based on reading" affect the English writing process?Focusing on the above research questions,this study makes use of questionnaire survey,interviews and experiments.94 senior high school students from Nanjing are involved in this teaching experiment,respectively from the comparative class and the experimental class.Students from the comparative class are instructed in the traditional manner while those from the experimental class are trained under the "writing based on reading" principle.The collected data processed by the SPSS software for independent and paired samples T test can reveal changes of writing scores before and after the experiment.After the teaching practice and tracking for one semester,this study has the following findings:(1)350 valid questionnaires collected indicate that students generally recognize the importance of writing,but still habitually avoid traditional writing training.66%students assume that reading and writing could promote each other,but 9.14%disagree.In terms of writing interest,50.86%students believe that reading can stimulate their passion for writing.As for the ways to improve writing performance,only 11.14%students agree with the positive significance of intensive reading.(2)It is found that "writing based on reading" teaching is more effective than the traditional one in the overall writing performance.Students can expound more information in each sentence,and their awareness of memorizing word blocks and using logical words is significantly enhanced.Besides,students can form good self-examination ability in the writing process and manage to overcome the Chinese English,In the long run,students'writing efficiency has been steadily improved.(3)The method of "writing based on reading" has a positive effect on students'English writing process.Firstly,it can greatly promote the students' meaningful writing process with the help of the relevant subject knowledge,shared life and the basic capabilities of empathy,reducing the emotional stress.Secondly,by means of paraphrasing and self-questioning,students improve their understanding of words,sentence patterns and logical relations.They are equipped with reasonable supplement around established themes.In addition,students not only fully recognize the meaning and characteristics of texts,but also actively pursue the unity of content and form,timely update the knowledge of discourse cohesion and establish the awareness of paragraphs and sentences.In order to promote "writing based on reading" in line with the new curriculum standards,teachers should strive to broaden the breadth and depth of reading,insist on the penetration of discourse cohesion theory,and strengthen interpretation training.