An Applied Study On The “Reading-to-write” Approach Based On The Theory Of Text Cohesion In Senior High School English Writing Teaching

In the national college entrance examination,English reading occupies a large proportion.Teachers devote much time and energy to the English reading teaching.Therefore,English writing teaching can not receive enough attention.In fact,under the pressure of the examination-oriented education system,as two basic skills of English learning ability,both reading and writing are not improved as expected.In this research,the author tries to combine reading teaching and writing teaching to help students improve their writing ability.In this way students can learn text cohesion skills through reading and apply them into their English writing,which can help them make progress in their English writing learning.Text cohesion theory acts as the main aspect of English learning,so many foreign experts have already done some researches deeply from the 1970 s.If the application of the text cohesion skills can gain more attention in writing,the writing will be more smooth and logical.Some Chinese experts gain a good deal of enlightenment from these researches,therefore,more and more researches about the text cohesion appear in China.But few researches nowadays have combined the “reading-to-write” approach with the text cohesion.In this research,with the guidance of text cohesion,the author attempts to combine reading and writing to improve students’ writing ability.Based on Krashen’s input hypotheses and Swain’s output hypotheses,reading is regarded as a way of input,and writing is regarded as a way of output,and they constitute two vital parts of language acquisition.In the process of reading,teachers should help students to learn to use the text cohesion skills in their writing,and instruct them to apply these techniques into the writing process.As a result,students can be able to improve their English writing ability.From September 2017 to January 2018,this research lasts for seventeen weeks.All the subjects are from Grade 2 in Xiongyue No.2 Senior High School in Liaoning province.The number of the participants is 85 from two classes: one is the experimental class with 40 students,and the other is the control class with 45 students.In the control class,the traditional writing teaching method is applied,while in the experimental class,the “reading-to-write”approach is used.Three research hypotheses are put forward in this research: Firstly,the“reading-to-write” approach can arouse students’ interest in writing.Secondly,the“reading-to-write” approach which is based on the theory of text cohesion can improve students’ writing performance.Thirdly,compared with the traditional writing teaching,“reading-to-write” approach can help students to combine writing with reading and then improve students’ writing ability.From the research results,it can be seen that with the guidance of “reading-to-write”approach,students’ writing interests are definitely enhanced,and their English writing ability is also greatly improved,especially in the aspect of the text cohesion.In addition,students’ writing performance gets a lot of improvements.Compared with the traditional writingteaching,“reading-to-write” approach can help students to have a specific focus in the process of reading.Students are able to apply the cohesion skills that they have learnt in reading into writing process actively.