A Study On Effects Of High School English Reading On Writing From The Perspective Of Input Theory

Writing ability is a basic skill to learn a foreign language well. It shows the students’ comprehensive competence of using a language. In terms of English teaching, it is important to help students to improve the writing skills. Teachers and students all regard English writing as an important thing and they spend a lot of time in practicing writing. However, in traditional writing teaching, teachers often put emphasis on grammars and the usage of words, phrases and sentence patterns, which misleads students and make them think that a good article only needs good patterns and less grammar mistakes. Most students have no consciousness of inputting language in their daily life. However, the improvement of writing ability needs a large amount of reading input; only through reading input can students understand and master the language well, and apply what they have learned from reading into their own writing.Kristen’s input hypothesis has exerted a great influence on education. It is widely used in English teaching and learning procedures. This study is based on Kristen’s input hypothesis, which improves student’s writing ability effectively by urging students to acquire a lot of reading input. The experimental subjects are from two classes of Senior One, Cangzhou No.2 Middle School, Hebei Province. First, a questionnaire survey is conducted on these students so as to analyze the students’ability of reading and writing in high school before the experiment. Second, the experimental class is given a lot of reading materials in order to get sufficient input. Then, the control class is only given the traditional writing method rather than the reading input teaching. After the experiment, by using SPSS 17.0, the author makes data collection of the test score in mid-term examination and final examination which are before and after the experiment.The results show as follows:(1)In the long term, language learning by non-grammatical sequence learning may offer more help to improve students’writing level than only by grammar learning. (2)Comprehensible and sufficient reading materials can improve students’ writing level. Based on the result of the experiment, we get the following implications:whether listening materials or reading materials, language input materials shouldn’t be too difficult or too easy. They should be higher than the level of students. Plentiful and diverse comprehensible input plays a vital part in improving students’language output. So we should provide this kind of materials to students in or after class. In order to make the high school writing teaching more effective, we must enhance the quantity of comprehensible input first. Then we should help students to turn input into writing output. The thesis makes a contribution to high school English writing teaching. It emphasizes on the importance of reading input and prompting more teachers and students to focus on reading. It also increases the innovativeness and effectiveness of writing teaching. This model has a similar effect on the students of different writing level, which means it should be widely used in the future writing teaching.