The Application Of Reading-to-Write Model Based On Thematic Context To English Writing Teaching In Senior High School

The cultivation of writing ability is related to the development of students’ core literacy,and English writing has always been difficult in high school teaching.At present,there are still phenomena such as read-write splitting and separation from thematic context in English writing teaching in senior high schools,which results in a lack of thematic awareness,poor writing motivation and poor performance of students.It can be seen from the literature review that reading-to-write can promote students to accumulate writing materials through targeted reading,and naturally combines understanding and output,which is conducive to the cultivation of students’ writing ability.However,students may have difficulty comprehending reading materials and accurately writing if this teaching mode is used improperly.On the other hand,the high school English curriculum standards emphasize the leading role of thematic context in all activities of English teaching,relying on discourse to integrate language knowledge,cultural knowledge,language skills and learning strategies and other learning content.So as to improve students’ language expression ability.It has become a new trend to integrate thematic context into English writing classroom teaching.However,there are few empirical studies that put the reading-to-write model based on thematic context and apply it to high school English writing teaching.Therefore,this paper attempts to explore the feasibility and value of the application of the reading-to-write teaching mode in the high school English writing teaching under the theme context,so as to achieve the purpose of improving writing teaching.This research will design the reading-to-write model from the perspective of thematic context,and explore whether writing teaching in this mode has a positive impact on students’ writing motivation and performance.In this study,two classes in grade one at a senior high school were selected as the research objects.One as the experimental class it adopts the reading-to-write teaching model based on thematic context,and the other as control class which was instructed with the traditional knowledge-based teaching method.Through a 16-week teaching experiment,the effects of the experiment were measured using the results of test papers,questionnaires,and interviews.This study clearly studies the following issues:(1)Can the application of the reading-to-write model in thematic contexts improve students’ motivation to write in English?(2)Can the application of the reading-to-write model in thematic contexts improve students’ scores in English writing? In which aspects can it help improve the students’ writing proficiency?The final results of the experiment showed that the reading-to-write based on thematic contexts had a positive effect on the students’ motivation to write in English,with the mean score of this dimension increasing from 49.28 to 59.08.The model was able to improve the English writing skills of the high school students.This is reflected in the fact that the overall mean score for writing has increased from 15.08 to 17.02.Students’ vocabulary richness increased.In terms of language use,there were fewer short sentences and more subordinate clauses were used.In terms of content,the paragraphs are clearer and the number of words in the composition is richer.Combined with the content of the later interviews,this model has had a positive impact on students’ attitudes towards writing in English.Students use the reading material to accumulate writing material and enrich the content of their writing,and their language expressions are more varied.Most students hold a positive attitude towards this model.At the end of this study,corresponding suggestions are also made for this teaching model.Teachers should improve students’ understanding of the thematic context,select extended reading materials that fit the thematic context,create authentic contexts and increase students’ practical input.Teachers should establish a correct sense of purpose and concept,and effectively combine the teaching process of reading and writing.Teachers should pay attention to the practical reading input of students at different levels as far as possible.According to the actual situation,teaching needs to be adjusted and expanded immediately to achieve the best teaching effect.