An Experiment Of Explicit Instruction-oriented Reading Input On The Development Of Senior Students’English Writing Proficiency

English writing is an indispensable part of senior English teaching. However, the presentsituation of senior English writing teaching in China is far from satisfactory. In the process ofsenior English teaching, there is a common phenomenon that teachers lay more emphasis onreading than on writing, and pay more attention to the result of writing than the process of writing.In view of this, the paper makes a systematic research on the effect of explicit instruction-orientedinput form on the development of senior school students’ English writing proficiency.Based on Krashen’s Hypothesis about Second Language Acquisition and Schmidt’sHypothesis about Awareness, this research employs both qualitative and quantitative studies, suchas literature review, questionnaire survey and experimental study. The experiment lasting morethan one term was designed and carried out specifically for4research questions:(1) Is explicitinstruction-oriented input form helpful for students to acquire vocabulary？(2) Is explicitinstruction-oriented input form helpful for students to acquire formulaic chunks?(3) Is explicitinstruction-oriented input form helpful for students to acquire rules of discourse organization?(4)Is explicit instruction-oriented input form helpful for students to improve their confidence andEnglish writing proficiency?Through analyzing the experimental data, the results demonstrate that in the process ofreading teaching, explicit instruction-oriented reading input can help students have a goodcommand of language knowledge and discourse organization rules, thus, students’ confidence andwriting proficiency can be improved through active language output.This study provides an important implication for the teaching of EFL reading and writingin China:(1) Explicit instruction should be used at right time and place.(2)Language form shouldbe noticed and understood in the process of language input.(3) Language input should beintegrated with meaningful language output.(4) Team-work should be carried out in the process ofwriting and evaluation.(5) Language output should be regarded as a process of language learning,but not a result.