An Empirical Study On Reading-based Writing Instruction And English Majors' Writing Competence

Writing is a continuous process to search for the most effective language to communicate thoughts and emotions. No matter people write in L1 or L2, it is challenging and rewarding. Writing cannot only consolidate the learned language knowledge, but it is an important communicative tool as well. However, mastering writing is not easy, because it is a complex and dynamic process which is restricted by cognitive and social factors. When people write in L2, the rhetoric environment, which involves the restriction and influence of cross-society and cross-culture factors, is even more complicated. In China, English writing is always the weakest segment of English teaching. Although writing teachers make great efforts, it receives little effect. Students'writing ability cannot reach the expected goal, and far from the requirement of the teaching syllabus (Liu Kuanping et al., 2003). According to Cai Huiping and Fang Yan's survey in 2006, 47.1% of English majors express that English writing is rather difficult, only about 1/6 of English majors like the English writing course, and their enthusiasm and motivation to participate in the writing class activities are not high. It shows that there are still many problems existing in the writing instruction for English majors in China, which requires foreign language teachers and researchers to do further exploration and research.The present thesis, whose theoretical bases are input-based studies, output-based studies and schema theory, puts forward the reading-based English writing instructive approach with the purpose of providing some new ideas for the writing instruction of English majors. To verify the effect of this approach, the researcher carries out an experimental study to compare the effectiveness of Reading-based Writing Instruction and traditional Knowledge-based Writing Instruction on improving English majors'writing performance. Three research questions are involved in the experiment: (1) What is the influence of traditional Knowledge-based Writing Instruction on English majors' writing competence? (2) What is the influence of Reading-based Writing Instruction on English majors'writing competence? (3) Is Reading-based Writing Instruction better at developing English Majors'writing competence than Knowledge-based Writing Instruction? 76 English majors who are all seniors (in the first term of the school year) from Lijiang College, Guangxi Normal University participate in the study as subjects. The experiment lasts 10 weeks and each week students take 4 classes (Every class lasts 40 minutes.). Students are required to take a pretest and a posttest, and after the posttest an interview is conducted. All the data are collected and analyzed through the T-test by the computer software SPSS to compare the changes of students'writing performance before and after the experiment.The result shows that both approaches can improve English majors'writing performance, but Reading-based Writing Instruction produces a better teaching outcome in the special research context, because it can better students'writing ability from more aspects. It proves the feasibility of applying the Reading-based Writing Instruction in English majors'writing course. This approach cannot only improve students'English writing ability, but it also strengthens the initiative to learn, thus it arouses students'interest and self-confidence, helps to cultivate a good method to write in English. Meanwhile the research shows that under Reading-based Writing Instruction, writing teaching is more challenging for the teacher. The teacher becomes students'need analyzer, curriculum developer, materials'editor and counselor. To be qualified in this job, the teacher needs to develop himself or herself and accumulate experience through the teaching practice. Basing on the experience, the teacher can do the practice better. Besides, some factors do influence the effectiveness of this approach, such as teacher's encouragement and solicitude towards students, the authenticity of the reading materials, and a cooperative classroom environment, etc. They can facilitate students'interest to learn and writing ability.Though the experiment has been finished as it is planned, the present study cannot avoid some limitations, such as the small sample number, a relatively short experimental time and imperfect research methods, etc. Therefore, the results obtained in the present study leave much to be improved and is hoped that further research will lead to more comprehensive and accurate results.