An Empirical Study On Writing Based On Reading In Senior High School English Writing Teaching

It’s a common sense that listening,speaking,reading and writing are the four basic skills of learning a foreign language.Among them,writing is a vital way that students express their ideas.Besides,writing skill reflects students’ comprehensive ability,which includes vocabulary,grammar,complex language logic and ability of expression.So writing is a most difficult part in students’ language skills.But in the daily English teaching,the effectiveness of writing teaching is unsatisfied.Students’ writing ability is still in a lower level.To improve students’ writing ability,this study takes the input and output hypothesis,discourse analysis theory,and output driving hypothesis as the guiding principles to conduct an empirical study on “writing based on reading” to English writing in senior high school,and to test the effectiveness of “writing based on reading” teaching approach to English writing.The study tries to answer the following questions:(1)What is students’ present learning condition of English writing in senior high school?(2)Compared with traditional writing teaching method,whether “writing based on reading” is more effective to improve students’ writing ability or not?The study chooses 88 students from two parallel classes in senior one from No.5 Senior High School in Guiyang as the subjects.There are 44 students in the controlled class and 44 students in experimental class too.The experimental class is given classes with writing based on reading mode that combines reading and writing together while controlled class uses traditional teaching approach which separates reading from writing.In the study,several instruments are used,such as questionnaire,pre-test and post-test.Before the experiment,the author uses writing test paper to assure students in these two classes are in the same writing level.In addition,the author uses questionnaires to know students’ present learning condition of English writing.After nearly four months’ experiment and data analysis,here come the conclusions:(1)Although students know the importance of writing,they think writing is difficult and not interested in it.In writing,students are mostly weak in vocabulary and grammar.They have very little writing practice which is nearly once a month in daily learning.Besides,students think teachers mainly use the traditional writing teaching method which only focuses on grammar and spelling of vocabulary.In addition,teachers seldom give writing classes and guidance to students and only give them writing topics as homework.After writing,teachers do not give effective feedback.All of these have less positive effect on students’ writing.As a result,students are in low writing level and their learning condition is serious.(2)Compared the data before experiment with the data after experiment,students’ wring ability in experimental class has improved.Therefore,“writing based on reading” is more effective to improve students’ writing ability than traditional writing teaching method.