An Empirical Study Of The Effects Of Reading-to-write Teaching On Senior High School Students' English Writing Proficiency

A large amount of studies have presented that language input was more than language output in writing situation in high school.For a long time,high school students have made lots of efforts on English writing.However,they show passive and unenthusiastic attitudes to writing and find it difficult in writing composition.Also the overall English writing level in high school is not high.English teachers in high school focus mostly on reading teaching,including new words and expressions and also grammar.By contrast,English teachers pay less attention to the writing teaching.The teaching of writing skills has not been taken seriously by high school English teachers.Meanwhile,the role of writing practice is ignored.Therefore,the overall English writing level in high school is not high,and with a lot of problems.Existing related studies have showed that the reading-to-write teaching mode is beneficial for improving learners' language writing competence.Therefore,this study aims to improve high school students' English writing competence by integrating reading teaching and writing teaching.The method of integration is called the reading-to-writing mode.Based on Krashen's Comprehensible Input Hypothesis,the Constructivism-learning Theory,and Wen Qiufang's Production-oriented Approach,this study also combines with those previous studies on reading and writing at home and abroad.This study conducted an experimental research in order to verify the effectiveness of the reading-to-write mode.This experiment aims to find out whether this teaching could improve high school students' English writing competence and their linguistic accuracy.Also,the attitude of students toward this reading-to-write mode is also presented by one questionnaire.In this study,three research questions were proposed as following:(1)Does the reading-to-write approach promote the writing competence of high school students compared with the pretest?(2)What is the effect of reading-to-write approach on high school students' writing accuracy?(3)What are the attitudes of subjects to “reading-to-write” after this experimental research?This research has been carried out in Xinjian No.2 middle school,a key senior high school in Nanchang.44 senior one students from one average class were chosen to participate.Research tools contained seven writing tasks and one questionnaire.Seven writing tasks included the pre-test,five experimental writing tasks,and the post-test.The duration of the experiment was seven weeks.Each writing task was taken on Monday,with two classes of 90 minutes every week.After the post-test,one questionnaire survey was carried out among students.Then all the data were collected by SPSS 20.0 to analyze whether students' writing competence changed before and after this experiment,and whether the linguistic accuracy of students changed after this experiment.The result showed that students in the post-test made much better progress than in the pre-test.This study also proved that the reading-to-write approach could improve the linguistic accuracy of students' writing on account of clear assessment and feedback by their teachers and enough writing training as well.What's more,students showed positive attitudes toward this reading-to-write research for it greatly improved their writing ability after this teaching approach.Therefore,the reading-to-write approach not only improved students' English writing competence including the writing skills and improved the linguistic accuracy of expression,but also develop students' learning interest,good attitudes,and good writing and reading habits.