An Empirical Study Of The Development Of Writing Ability Through Adapted Novel Reading

Writing, as one of the four basic language skills, occupies a very important position in the college entrance examination. However, in the actual teaching, the current situation of writing is depressing. Reading and writing are two basic language skills that complement each other. But in actual English teaching, they are taught as two separate skills.Based on the theoretical basis and teaching case analysis, this paper tries to solve the following problems through empirical research:1) What is current situation of the senior high school students' English reading and writing?2) Is there positive correlation between reading and writing ability of high school students? Namely, whether can adapted English novels reading improve students' reading ability and thus promote their writing level?3) If the correlation does exist, how to improve students' reading ability and thus promote the writing level through adapted English novels reading?The subjects of this study are two parallel classes in a senior school of Shuyang. The experiment lasted 16 weeks. This study mainly adopts questionnaire survey method and group experiment teaching method. For question 1), a questionnaire survey is adopted.For question 2, the test was carried out by means of grouping experiment teaching and comparing the composition and reading data before and after the test. Question 3 is explained in detail through the analysis of actual teaching cases.The results of this study show that 1) through the comparison between the pre-test and post test data, the writing performance of the experimental class is significantly higher than the control class. The results of the questionnaire show that the students in the experimental class have also improved their writing enthusiasm and confidence. 2) Using the Pearson linear correlation analysis, it was found that there was a high linear positive correlation between the reading and writing achievement of two classes. With the improvement of reading achievement, the writing performance also improved accordingly.3) Ask students to read with questions and express their opinions. In the course of discussion and writing, students think critically about what they read, and carry out a series of writing assignments according to their respective tasks. In the results examination class, students display their ideas and writing products boldly.The implications of this study for English Writing Teaching in senior school are:1. teachers should make full use of the advantages of this novel to improve students'enthusiasm for reading and writing.2. The new writing mode improves students' autonomous learning ability.3. In the teaching process, teacher's leading position and role should be reflected.