The Application Of Reading-to-Writing Approach In Advanced CSL Writing Classes

With the rapid development of China’s economy and culture, more and more foreigners are eager to learn Chinese, so the research of Chinese as Second Language (CSL) is making great progress. However, there are some problems for teaching of writing. Firstly, students’listening, speaking, reading and writing abilities grow unequally,"writing ability" lags behind the other abilities. Foreign students say Chinese writing is so difficult that they are afraid of Chinese writing. Secondly, during the past thirty years, with the development of writing teaching theories and practices, different writing teaching approaches are arising, but there hasn’t been an approach accepted.The author is honored to be a Chinese writing teacher for Class2A in Tsinghua University ICLC (International Chinese Language&Culture) Center for one term. Because writing classes are few but we have a lot of tasks, so the author search a lot of documents and make a research for the sake of selecting one approach which could promote writing abilities quickly and attract students, I choose Reading-to-write Approach at last due to its effectiveness.Based on the IN/OUT hypothesis and constructive psychology, Reading-to-Write Approach proposes to teach writing through reading, thus improving both at the same time. Reading-to-Write Approach has been widely taken in First Language and Second Language classes, but has not been properly studied or applied in CSL.My teaching objects in Tsinghua University ICLC Center are advanced Chinese learners. There are17students coming from7different countries, and two are ethnic Chinese among them.14students have passed HSK6. They all have basic communicative abilities in Chinese. Therefore, the teaching objective is promoting their writing abilities furthermore. This paper lays emphasis on demonstration of application of Reading-to-write approach in advanced Chinese writing class. It includes basic training forms, curriculum designs for different types of literature etc. At the same time, the author makes supplement for Reading-to-Writing Approach.This paper consists of six chapters. The first chapter is a brief introduction to the background, research method, and significance of this paper. The second chapter is a review of previous studies on this subject, including researches on the relationship between reading and writing, the definition and teaching principles of Reading-to-Write, and the author’s complement. In the third chapter, the author introduces basic training forms of Reading-to-Write. The fourth chapter gives examples of class designs of three most frequently used types of literature. These designs are being used in Advanced Writing classes of Tsinghua University ICLC Center. In the fifth chapter, the author makes a summary of the above chapters, points out the short-comings of this paper, and gives suggestions for future studies.