On The Influence Of English Reading In Senior High School English Writing And The Teaching Implications From Multiliteracy Perspective

Reading and writing, as two essential components in English learning, have a close relationship. From the multiliteracy perspective, reading-to-write is one of the important methods to improve students’ English writing ability. However, in the high school English classroom teaching, it’s still a question which is worth of deep exploration for the teacher to make the reading-to-write play its role effectively within the limited class time. The traditional reading to write mostly stays in literacy level, often only focus on language literacy while ignoring other modalities. This will lead to students can not internalize the knowledge and skills well in the process of reading, and it also can not form a flexible writing thinking in students’ mind, finally the English writing ability can not be improved and upgraded well.Hu Zhuanglin points out that the monomodal literacy can not meet the people’s demand on learning in the era of multimedia. Therefore, when we develop the students’ abolity of reading and writing, we should pay more attention to cultivate the students’ multiliteracies. From the multiliteracy perspective,this research attempts to explore how high school English teachers create multi-modal language learning environment, broaden the range of learning and channels of acquiring knowledge and internalize the knowledge that is input in the process of reading based on multiliteracy teaching mode which is proposed by New London Group including four steps: overt instruction, situated practice, critical framing and transformed practice to improve the reading ability of students.This paper attempts to solve the following three questions. First, how to improve the defects of the teaching method of reading-to-write in the traditional English teaching; Second, aiming at the defects of traditional writing teaching, how to apply the four steps of the multiliteracy teaching model to the teaching of writing, so as to improve the English writing ability of senior high school students; Third, through the usage of the writing teaching mode and students’ feedback in the process of teaching, what teaching effect it can bring on English teachers’ teaching methods and personal development in Senior High School.For this teaching mode, the author conducted a survey with some students from one Harbin senior high school as the research objects. The English teacher can design multiliteracy teaching model for students according to the most common questions that students in the usual process of writing the present. In classroom teaching, the English teacher focuses on the establishment and strengthening of vocabulary, accumulation and using of sentence, discourse ability and characteristics of different types of articles. To improve students’ English writing ability by using diversified reading-to-write. Through a series of interviews and questionnaires, as well as the observation and summary of the author making in the process of practice, under the mutual verification of theoretical research and empirical research, Pre and Post experiment questionnaires and the writing tests indicate that the teaching mode of reading-to-write based on the multiliteracy perspective is effective to improving English writing ability. The teaching model changes the cramming method of teaching in the traditional classroom and focuses on high school students’ English learning attitude, learning strategies, the evaluation of teaching methods, and the influencing factors of writing. Through the statistics and analysis, the students’ ability of English writing has been improved significantly on the four dimensions, including knowledge, skills, patterns, and ability. At the same time, it’s beneficial to the teacher’s development.