An Empirical Study On The Application Of Reading-based Writing Instruction To English Majors’ Writing

English writing is applied in every field as an important means ofcommunication. Writing skill is one of the four abilities, namely, listening, speaking,reading, and writing, which is an ability of “output”. Generally speaking, students’writing skill is last to learn which is more difficult to grasp among these four skills.For quite some time, language theory researcher and teaching practitioner at homeand abroad emphasize the importance of listening and speaking. Thus it can be seenthat people are ignoring the writing skills. Researchers who have worked on long-yearteaching discover that the writing ability of most English major students is still notcompetent. There are some defects, such as grammar mistakes, wrong expressions,inadequate narration, and weakened persuasiveness, etc. The reasons cause theweakness of writing skill are those: inadequate vocabulary; unfamiliar with grammar;lack of English practice which leads low sensitiveness of English; the different culturebetween China and eastern countries and mode of thinking which causes thedifference expression from Chinese to English.The present thesis puts forward the reading-based writing instruction applied inEnglish majors’ writing for three months’ teaching research, based on Krashen’s Inputhypothesis and Swain’s Output Hypothesis. The subjects are two parallel classes ingrade two. One class is called controlled class and the other class is experimentalclass. Pre-test, post-test and questionnaire will be used in the experiment. All the datawill be analyzed with SPSS. The result proves that students’ English writing competence in experiment class is better than controlled class. There can bemanifested that reading-to-writing approach is an effective way to develop students’writing competence.