An Application Research On Reading-to-write In Senior High School English Writing Teaching

As one of the four basic skills in English learning,English writing plays a very important part in high school English teaching.Writing is an important way of language output.Learners’ writing level can show their language literacy and language competence.However,the current level of English writing of senior high school students in our country is still unsatisfactory.At the same time,the ideas and methods of high school English writing teaching need to be improved.This study attempts to explore how to reform the concept of high school English writing teaching,and is devoted to the application of “reading-to-write” in high school English writing teaching.The present research aims to explore how to cultivate and improve students’ English writing abilities through targeted reading training.The following questions are to be addressed for this research: 1.What is the current situation of high school students’ English writing? What are the main problems? 2.How to effectively apply "reading-to-write" to high school English writing teaching? 3.How to guide students to practice effective reading in order to conduct “reading-to-write”?Krashen’s input hypothesis,Swain’s output hypothesis and schema theory are employed as the theoretical basis,and 122 second year students from two parallel classes of a high school in Jinan are chosen as the research subjects.Questionnaires are used to find out the current situation and existing problems of high school students’ English writing.After half a semester of teaching experiment of "reading-to-write" application in high school English writing teaching,through theoretical discussion and teaching practice,the present study attempts to put forward a high school English writing teaching model combining reading and writing.Through experimental interviews after the experiment and teaching practice,this study probes into the different influences of different reading methods on students’ English writing,so as to guide students to read effectively and improve their writing competence.Through the survey,it is found out that the existing problems in high schoolstudents’ English writing can be summarized as the following,such as inactive attitudes,passive writing practice with low frequency,unitary writing genres and contents,weak language knowledge,lack of the genres and structures consciousness.What’s more,influenced by teachers’ product teaching approach,high school students often pay too much attention to the accuracy of language and ignore the importance of logical structure.At the same time,students often lack the awareness of combining reading and writing,and can’t successfully apply the reading input to their writing practice.The teaching model of "reading-to-write" in senior high school English writing proposed by this study includes two parts: targeted reading training before class and writing teaching in class.Through pre-class reading training,students can gain relevant knowledge,learn text structure,accumulate language knowledge,and establish related schemata.While in writing teaching,teachers first lead students to analyze reading materials,then guide students to convert the input knowledge into the output and carry out the imitation writing,thus achieving reading and writing combination.By analyzing experimental data,this study believes that“reading-to-write” is suitable for high school English writing.The combination of reading and writing can promote students to effectively use the knowledge and language insights obtained from reading,thereby improving their ability to think in English and write in English,as well as their text structure abilities and vocabulary skills.At the same time,“reading-to-write” can bring positive writing experience,change students’ attitudes towards English writing,and improve the atmosphere of the writing class,thus improving the effect of English writing teaching.To apply “reading-to-write” to high school English writing teaching,it is of importance to guide students to read effectively.Through interviews and teaching practuce,this study attempts to summarize and explore three reading methods,including reading aloud,reading silently,and reading while making annotations.Through the teaching observation and the analysis of interview results,it’s found out that the three reading methods have their own respective advantages as well as disadvantages,and can produce different effects on students’ writing.Reading aloudcan motivate students and promote their memorization of vocabulary,language knowledge of syntax,grammar and language expressions,but the understanding of the content and structure will be disturbed because students can become too concerned with pronunciation.Silent reading is a more familiar reading method for students.It can promote students’ understanding of the content and structure of articles,but the boring and monotonous reading process may distract the attention and reduce the accuracy of memorization of language knowledge.Reading while making annotations can promote students to master the vocabularies and understand the content.However,it has a higher requirement for the students’ existing knowledge,and the task is more challenging,then giving students too much pressure.It is evident that various reading methods carry their own characteristics.What teachers need to do is to instruct students to understand and practice different reading methods,taking writing genres and content,as well as students’ study habits and interests into consideration,thus guiding students to choose suitable reading methods for their targeted reading,so as to promote the accumulation of knowledge and the development of subsequent writing.It has been proved that the "reading-to-write" teaching model can help senior high students read for better writing,write by the help of reading,combine reading with writing and improve writing through reading.Therefore,high school English teachers should raise the awareness of "reading to write" concept,guide students to find suitable reading methods in reading training and learn to analyze the text from the perspective of the writer and construct content and text schema.In the process of writing teaching,teachers should guide students to activate the knowledge schema and make use of the input relevant knowledge to improve language expressive competence.It is hoped that this study can provide valuable reference for high school English teachers in the first line,useful suggestions for students’ English writing and meaningful implications for related researches in this field.