An Empirical Study On The Reading-to-Write Approach To English Writing Teaching In Senior High School

Writing,as one of the five basic English skills,is one of the main problems which trouble students most in senior high school.The main reason is that there is a serious separation between reading and writing.Based on previous studies,this thesis proposes a method of combining reading and writing,namely the reading-to-write teaching approach,to improve the English writing competence of senior high school students.This study,based on Krashen’s Input Hypothesis and Swan’s Output Hypothesis as well as the theory of Alignment,aims to explore the efficiency of the reading-to-write teaching approach in senior high school by starting from the current situation of English writing and the relationship between reading and writing.In this study,104 students from two parallel classes of Grade one in Tian Jiabing Middle School in Tian Shui city,Gansu province are selected as the research subjects.Through the means of empirical research,this study explores whether the read-to-write teaching approach can improve students’ English writing competence and also clarifies whether this approach can improve students’ English writing attitude.In the process of the experiment,the product teaching approach is adopted in the control group,while the teaching activities of the reading-to-write are designed in the experimental group.And both classes complete 7 writing tasks(including pre-test and post-test).At the end of the reading-to-write experiment,all the data are collected cautiously,and SPSS 25.0 is employed to analyze and discuss these data.The results of the study demonstrate that the reading-to-write approach can not only improve students’ English writing competence,especially in the aspect of content,structure,grammar and vocabulary,but also improve their attitude towards English writing in the senior high school.The results of this study have the following implications: Firstly,English teachers in senior high schools should pay attention to the importance of selecting reading materials when teaching writing by using the reading-to-write approach.Secondly,teachers should make full preparations and organize the teaching process carefully to achieve good results in the implementation of the reading-to-write experiment.Thirdly,teachers should guide students to learn autonomously when employing this teaching approach.