A Study On The Application Of Reading-to-write Approach To English Writing Teaching In Senior High School

English writing is an important part of English learning,but the current situation of English writing for high school students is not satisfactory.The reason for this may be that teachers only focus on the development of a single skill in reading teaching and writing teaching,without organically integrate them together.Based on Krashen’s Input Hypothesis,Swain’s Output Hypothesis and Interactive Alignment Theory,this study investigates the effects of reading-to-write teaching model on high school students’ attitudes toward English writing and their English writing ability.The author conducted a study at M High School in Changchun City and selected students from two classes in the second year of senior high school as the subjects of the study.55 students in the experimental class were taught with reading-to-write teaching model;51 students in the control class were taught with the traditional teaching method.Questionnaires and interviews were used to collect receipts to understand the changes in students’ attitudes toward writing before and after the experiment;students’ scores were collected through pre-test and post-test,and analyzed with SPSS26.0 to compare whether students’ writing scores were significantly improved after using reading-to-write teaching model.The study found that students’ attitudes toward writing changed positively and their writing performance improved after the adoption of the reading-to-write teaching model.Accordingly,based on the experimental process and the research results,the author list several suggestions on applying the reading-to-write teaching model to provide some reference for English writing teaching in the future.