An Empirical Study On The Application Of Reading-to-write To English Writing Teaching In Senior High School

English curriculum standards clearly put forward,“English curriculum for basic education’s mission is: to stimulate students’ interest in learning English,and to make students build their confidence;to make the students master the fundamental knowledge of English and the ability to listen,speak,read and write,formed a comprehensive ability to use language;to lay a good foundation for their lifelong learning and development.”English writing is one of the four basic skills of English learning.It plays a decisive role in English teaching in senior high school and higher standard is required in the current senior school English curriculum reform.However,the present situation of English writing teaching in senior high school in China is not optimistic.It has always been a difficult problem in English teaching.On the basis of input hypothesis of Krashen,output hypothesis of Swain and Long’ s interactional hypothesis,the influence of reading-to-write on the teaching of English writing is discussed through an empirical study.And it provides some effective suggestions for the teaching of senior high school English writing.The purpose of this study is to discuss the following questions:1.Can Reading-to-write Teaching Approach help to improve students’ attitude of writing?2.Can Reading-to-write Teaching Approach improve students’ writing grades?The research lasts for 17 weeks(from September 2017 to December 2017)in No.11 Senior High School in Yangquan City of Shanxi Province.Ninety-six students in Grade 2are selected to attend the experciment.Class 327 is as Control Class(CC),and class 329 is served as Experimental Class(EC).Each class has 48 students.In control class the teacher still uses the traditional writing teaching method,while in experimental class the Reading-to-write Teaching Approach is introduced.This research applies quantitative and qualitative methods to analyze the data from questionnaire,test and interview.The research results show that:Through the Reading-to-write Teaching Method,the students’ emotional attitude towards English writing has been improved.Also,through the Reading-to-write Teaching Approach,the students’ grades in English writing have been improved.Therefore,it can be seen that the Reading-to-write Teaching Approach is effective and feasible.This study has some enlightening significance to the teaching of English writing in senior high school.