Research On The Application Of “Reading-to-Write” Approach To The English Writing Teaching In Senior High School

Writing teaching is an important part of English teaching in senior high school.However,in the process of writing the compositions,the students in senior high school often have some writing problems,such as using the Chinglish,using the incorrect grammar,failing to express their meanings in using the proper English expressions,writing the compositions in Chinese thinking way and so on,which have a lot to do with lacking enough English reading for the students.However,in English teaching of the senior high school,there is a phenomenon that reading teaching and writing teaching are disconnected,and the relationship between the two is ignored.The relationship between reading and writing is actually the relationship between language input and output.Reading is the input of language and writing is the output of language.Only a large number of effective input,can the output be possible.For a long time,English teachers in senior high school have formed a wrong view that English reading teaching and writing teaching are two irrelevant things.They believe that reading teaching plays a little role in improving students' writing ability and writing is just a matter of writing class.The purpose of this study is to break through the English teaching misunderstanding of the separation of reading teaching and writing teaching and to improve the students' writing level by reading.At first,this paper introduces the background,significance,research questions and methods of the study.Then it reviews the related researches of “reading-to-write”approach at home and abroad.Based on the analysis of Krashen's input hypothesis and Swain's output hypothesis,the article analyzes the possibility of applying the input and output hypothesis to reading and writing,and concretely discusses the application of“reading-to-write” approach to the English writing teaching in senior high school,which includes the survey and analysis of the current situation of English writing teaching in senior high school,the approach of “reading-to-write” based on the input and output hypothesis in writing teaching,the teaching design based on the approach of“reading-to-write”,and a sample lesson plan of “reading-to-write” approach in English writing teaching in senior high school.In order to prove the effectiveness and feasibility of the “reading-to-write” approach,the author conducts a teaching experiment on theclass 14 and class 19 of the Xinyang Senior High School for one semester.The class 14 is the experimental class(EC)and the class 19 is the control class(CC).In the experimental class,the “reading-to-write” approach is adopted.In the control class,the previous writing teaching method is still used.By collecting and analyzing the data of the experimental class and the control class in the pre-test and post-test,the writing score of the experimental class has been greatly improved over the control class.In writing teaching,the “reading-to-write” approach is able to help students to read good writing materials and provide templates for students' writing,which are helpful for the students to further improve English writing ability.And “reading-to-write” approach is able to help the teachers in senior high school to change their English teaching ideas and set up the concept of integration in educational practice.This approach can help the teachers to combine with all aspects of English teaching and promote the improvement of English teaching level.