An Empirical Study On Reading-to-write Approach In Senior High School’s English Writing Teaching

Among the four basic skills, English writing is very important and has thehighest requirement for students. But it is well-know to all the English teachers thatEnglish writing is the weakest link for the students compared with listening, speakingand reading. There are a lot of problems in Senior High School students’ Englishwriting because of the problems in English writing teaching. Thus improve SeniorHigh School students’ English writing ability has become a urgent and difficult task.To solve the problem, a possible measure should be taken. A new method forimproving the ability of English writing whose theoretical bases are Krashen’scomprehensible Input Hypothesis and Swain’s comprehensible Output Hypothesis hasbeen put forward in the thesis.The first part provides a general survey of current situation of English writingteaching in Senior High School and analyses the problems appeared in students’writing exercises. Then it points out that it is necessary to combine writing withreading. Meanwhile it shows the aims and the significance of the study are to provethat it is effective and efficient to combine writing with reading in Senior HighSchool.The second part mainly reviews the results of the studies made in such a fieldpreviously at home and abroad.The third part provides the theoretical background for the study by elaboratingthe essential theories relevant to English reading and writing. Krashen’scomprehensible Input Hypothesis and Swain’s comprehensible Output Hypothesiselaborate the feasibility of combining reading and writing.The fourth part mainly details the study, including the research design, subjects,instrument, experiment procedures, and data analysis. It also compare and analyzesthe data collected from the experiment.The fifth part summarizes the implications and limitations of this experiment,which are the basis of the future research.