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

Although reading and writing are two vital parts in English teaching,English teachers in senior high school pay much attention to reading while they ignore writing,let alone combine reading with writing to improve students' English writing achievement in teaching.But learning English well needs integrate the four basic ability together,because they are interdependent.More and more teachers are becoming aware of this point.So when asking students to write,English teachers try to find some useful strategies that can improve students' writing achievement by reading.According to this situation,based on Krashen's Input Hypothesis,Swain's Output Hypothesis and Schema Theory,the researcher conducted this empirical study in order to prove whether reading-to-write approach is effective in enhancing senior school students' writing achievement and cultivating students' interest and confidence.The study chose 118 students in senior 3 of two natural classes(Class 10 & Class 12)of Zhangye NO.2Middle School in Gansu Province as the subjects.Class 10 is the experimental class and Class 12 is the controlled class.There are 60 students in the experimental class and 58 students in the controlled class.Before the experiment,all the subjects participated in pre-test to see whether the writing achievement of the subjects in the two classes was equal.By analyzing the collected data of pre-test,the researcher found the subjects of the two classes had the similar level of writing achievement,which assured the validity and reliability of the experiment.Then the researcher gave the pre-questionnaire to subjects to investigate the senior school students' writing attitude and the basic condition of English writing.After these,with the same teaching content and similar language level of students,the researcher adopted reading-to-write approach in the experimental class while the traditional approach,namely “five-step” writing teaching approach was used in the controlled class.The experiment lasted for 20 weeks,then students' writing scores in post-test were collected.After that,SPSS 21 was used to analyze the data.The results show that students' writing achievement in the experimental class are significantly higher than that of the controlled class,at the same time,the researcher proved the interest and confidence of the subjects are enhanced as well,which indicates that reading-to-write approach is more effective to improve students' writing achievement than the traditional method.This thesis consists of 6 chapters.In chapter one,the author introduces the information about background,purposes and significance.Chapter two introduces the relative concepts about reading-to-write and the former researches on reading-to-write at home and abroad.Chapter three is about the theoretical framework of this thesis,including Krashen's Input Hypothesis,Swain's Output Hypothesis and Schema Theory.In chapter four,the research design is presented in details,including research questions,subjects,instruments and experimental design and procedure.In chapter five,the author collected and analyzed the data by SPSS and other methods.In chapter six,the researcher shows the conclusion,implications and limitation.After the experiment,the researcher find although reading-to-write approach is effective in enhancing students' writing achievement,it is hard to get an approving result because of the limitations of research period,sample size as well as the reading materials.Thus,there is still much work to be done in the future.Based on the research,it is hoped that this study can provide a reference for English teachers in senior high school.