On Application Of The "reading-to-write" Teaching Model Based On Discourse Analysis-an Empirical Study In A Senior High School

Writing is one of the basic skills in English learning and it is considered as the most complex and difficult part for most Chinese students.Through my teaching practice,I find there are mainly three types of mistakes: vocabulary,grammar and discourse mistakes,and the sense of discourse is the most difficult part for most students to cultivate.According to the Input and Output theories,reading and writing are closely related.Reading lays a solid foundation for the writing that in turn can consolidate what the readers get from the reading material.Thus,based on the current students' writing situation and the close relationship between reading and writing,the author advocates the reading-to-write teaching model which integrates the discourse-analysis-based reading with writing for senior high school students.The thesis discusses the application of discourse analysis in the reading-to-write teaching model in senior high school English teaching.The following three questions will be mainly explored in this thesis:1.What is the current situation of senior high school students' English writing learning?2.How can the discourse analysis be applied in the reading-to-write teaching model?3.How does the reading-to-write teaching model help to improve students' writing ability?The participants are 79 students from two parallel classes in grade 11 from one Hangzhou key high school.In the process of four-month experiment,the main steps are in the following.Firstly,the questionnaires with students and the interviews with teachers are designed to find out the situation of senior high school students' writing learning.Secondly,according to the existing model,the teaching practice and actual writing learning condition,the main steps of the reading-to-write teaching modelbased on the discourse analysis are concluded.Thirdly,the comparative experiment is carried out to investigate the effects of the reading-to-write teaching model in senior high school writing teaching.The analysis of students' writing test and the interview with students are also applied to collect data.Based on the above experiment,there are mainly three findings in the below:1.Under the influence of the traditional writing teaching,the writing learning is separated from the reading.2.The teaching model begins with the reading activity and reading analysis in order to help students to comprehend and master the relevant discourse knowledge.Then the writing part is intended to consolidate and deepen the discourse knowledge.The main steps include the topic lead-in,pre-reading activity,skimming and scanning,post reading discussion,pre-writing,while-writing and the evaluation.3.Reading-to-write teaching model is effective in improving students' writing ability,especially in the discourse level.Moreover,most of students are willing to apply it in their further studying process.In the light of the findings,the author concludes with the following pedagogical implications.The teacher should try to present some comprehensible,interesting and relevant reading materials with the instruction of the discourse knowledge in order to provide the valuable input for the writing and stimulate students' writing inspiration and improve their writing ability.