Research On The Application Of "Reading To Write" Method In Senior High School English Writing Teaching

As an individual output ability,writing skill comprehensively examines students’ basic English level and language expression ability,which plays a pivotal role in the comprehensive English ability of high school students.However,due to the examoriented education,writing teaching methods are relatively simple,teachers and students pay little attention to writing.The results of the questionnaire survey show that students are not interested in the present writing class,and their writing scores are not satisfied.They expect to change the teaching method.The results of text analysis show that there are some problems in students’ writing,such as lack of vocabulary,grammatical confusion and poor cohesion of text structure.Due to reduce the practical problems in teaching,this study applies the method of "reading to write" in the English writing teaching class of high school to explore the effectiveness of improving the English writing level of students at different levels in the class,so as to improve students’ English writing ability.This study aims to answer three questions:(1)What are the main problems in English writing of the students at the present stage?(2)Whether the application of "reading to write" method in high school English writing teaching can improve students’ problems in vocabulary,grammar and text structure?(3)Whether "reading to write" method can improve students’ English writing performance?In order to answer the above three questions,this study adopts a combination of quantitative and qualitative research methods,which carries out stratified research for subjects with different levels.Before the experiment,questionnaire survey,student interview and pre-writing test text analysis were conducted to understand the writing status of the experimental class.In the experiment,according to the writing test results and daily classroom performance,the teaching mode of "reading to write" was optimized and improved.After the experiment,questionnaire survey,interviews between teachers and students,and writing post-test texts were analyzed and summarized.Through data collation and analysis,the main findings of this study are as follows:First,The following problems exist in the current situation of students’ writing: The results of the questionnaire show that only 17.4% of students are interested in English writing;Text analysis results show that students make 279 lexical mistakes,469 grammatical mistakes and 136 textual structure mistakes.These three kinds of mistakes are the main reasons that annoy students to lose scores in writing.Second,the method of "reading to write" can improve students’ problems in vocabulary,grammar and text structure.The experimental data show that compared with the pre-test,the vocabulary errors of the whole class are reduced by 23%,the grammar errors are reduced by 22%,and the text structure disorder are reduced by 21%.Among them,excellent students’ text structure improved the most,middle students’ grammar improved the most,and poor students’ vocabulary improved the most.Third,"reading to write" method can improve students’ writing performance.Compared with the pre-experiment test,the writing performance of the whole class increased by 0.45 points in the experiment test,0.55 points in the post-experiment test and 1 point in the post-experiment test.Among them,poor students made the greatest progress,followed by middle students and excellent students.This study shows that "reading to write" teaching improves students’ problems in vocabulary,grammar and text structure in writing,and also shows that this teaching method can effectively improve students’ English writing performance.This study provides some suggestions for the teaching of English writing,but there are still some limitations,which need to be further studied in practice.