An Empirical Study On Reading-based Writing Approach To English Writing Teaching In Senior High School

In teching English,reading and writing are two important parts of teaching.and they have often been taught and trained separately.But the present situation of English writing teaching is not optimistic in senior high schools,and students’ writing skill is problematic.For the sake of improving the situation,the researcher conducted and empirical study on reading-based writing approach to English writing teaching in a senior high school.The study chose124students of two natural classes of senior one from Lanxian Middle School in Shanxi Province as the subjects.And there are62students in the experimental class and62students,in the control class.With the same teaching content and similar language level of students,the teacher adopted reading-based writing teaching approach in the experimental class and traditional English writing teaching approach in the control class.The experiment lasted for ten weeks and students’ writing scores in two exams were collected.After collecting data,SPSS17was used to analyze the data.And error analysis was made to further test whether there were drmatically differences between the experimental class and the control class in writing ability.The results show that students’ writing test scores in the experimental class are significantiy higher than that in the control class,and students’ writing errors in the experimental class are lower than that in the control class after the experiment.This shows that the writing teaching approach of reading-based writing is practical and effective to improve students’ writing skills in Secior High Schools.The study also raised some suggestions for writing teaching in Secior High School.