A Study On The Application Of Reading-to-Write Method To English Writing Teaching In Senior High School

Writing occupies a very important position in senior school English teaching.The ultimate goal of English learning is to develop students' comprehensive abilities to use English.Reading,as an effective means of language input,has an inestimable effect on the improvement of writing skills.However,according to the observation during internship,the author found that senior school English writing teaching faces many problems.First,students lack interest and confidence in English writing.Second,due to the pressure of college entrance examination,most of the time in English lessons is used to explain grammar knowledge and exercise training,but very little time for writing teaching guidance.Finally,reading and writing interact with each other as two mutually reinforcing aspects.However,most senior school teachers and students are not aware of the importance of reading for English writing.The ordinary teaching method-teaching reading and writing separately is still going on.Therefore,English writing has become a big problem which needs to be solved urgently.In order to change the situation,and put forward some feasible suggestions,based on linguistic input theory,output theory and schema theory,this thesis attempts to apply the reading-to-write method to classroom teaching in senior school,to promote the organic integration of reading and writing so as to promote writing by reading.This study mainly focuses on the following two questions from an empirical point of view:1.How effective is the reading-to-write method to improving senior students'English writing performance?2.What are students' attitudes toward reading-to-write method?In this study,90 students from two parallel classes were chosen as experimental subjects in the second grade of Xi'an Tie Yi Bin He School.Two parallel classes were set as experimental class and control class,each with 45 people.Reading-to-write method was used in the experimental class and ordinary method in control class.The experiment lasts one semester.Students' test scores in the pretest and posttest were collected as the data and the data were analyzed.At the same time,students'compositions were analyzed from several aspects.To investigate students' attitudes toward English writing and reading-to-write method,in the experimental class,the author adopted questionnaire and interview and analyzed the data.The study got the following results:Reading-to-write is an effective teaching method,which has a significant effect on improving students' English writing abilities.After the experiment,different degrees of improvement were made in students'compositions in terms of content,logic,structure and language etc.Students are more agreeable and willing to accept the reading-to-write method,and their attitudes towards English writing also changed.What's more,they got interest and confidence in writing.This study also brings some implications to practical teaching.Reading and writing can be combined appropriately in high school English teaching.Teachers should try to train students to consciously apply the knowledge learned in reading into writing,to achieve the effect of reading-to-write.