The Application Research Of The Adapted English Novels In The Teaching Of English Writing In Senior High School

In the senior high school basic English teaching,writing as one of the four basic language skills,occupies an important position.However,in the actual teaching progress,it has not received both teachers and students' attention,and the status of writing is worrying.How to find a suitable teaching method for students to promote their English writing level has always been a topic concern for high school English teachers.Reading and writing are two language skills that complement each other,but in actual high school English teaching,they fail to play the advantage of mutual integration.The two are often separated and trained.This will reduce students' enthusiasm and confidence in writing,and can not form a habit to promote reading ability.Students generally have fears in writing,so the writing attitude is not positive,and writing ability is lagging behind.Writing plays a leading role in the development of the four skills.The 2001 edition of the "Full-time Compulsory Education General High School English Curriculum Standards"(test draft)of the Ministry of Education has put forward a higher requirements for writing.At the same time,it also proposed a new concept of curriculum resources,encouraging the development of elective courses and school-based textbooks.Therefore,writing teaching will be an important topic in basic English teaching in the new century.Based on the domestic and international research on the Krashen's input hypothesis and the compatibility of input and output,this paper uses the methods of theoretical exploration,current situation analysis and experimental assumptions to propose that language learning and application are out of touch.This is the crux of students' general difficulty in writing.And it is recommended to teach English writing based on the reading of the world famous novels English in senior high school.The purpose of this paper is to use the adapted English novel to adhere to the fault level of language learning and application.The author learn from result teaching method,process approach,genre-based teaching approaches to discuss what kind of teaching content,teaching method,and teaching mode is suit for high school students' writing.Through the combination of textbooks,elective courses and school-based textbooks,to ensure the completion of the writing teaching tasks in the new curriculum standard.Stimulating students' writing enthusiasm,establishing writing confidence,and initially developing writing skills.While improving students' writing ability,and their literary literacy,teachers also can prepare for the development of elective courses and school-based textbooks.Based on the relevant theoretical basis and the analysis of teaching cases,this paper attempts to carry out an empirical study of two parallel classes,in the second year of a middle school in Yantai to solve the following problems:1)What is the current situation of high school students' English reading ability and English writing ability?2)Is it possible to improve students' reading ability and promote students' writing skills through reading English novels?3)How to improve the reading ability of students through the reading of adapted English novels and thus improve the writing level?The experimental subjects of this study were two parallel classes in the second year of a middle school in Yantai Development Zone.The experiment lasted for 16 weeks.The research mainly uses questionnaire survey method and group experiment teaching method.For Question 1,a questionnaire survey is mainly used for testing.For question 2,the grouped experimental teaching method is adopted,and the essay and reading data comparison test are taken before and after the test.Subsequently,the author explained the problem 3 in detail through the analysis of the actual teaching case.The results of this study show that:1.The comparison between the pretest and post-test data of the experiment,the writing scores of the experimental class students are significantly higher than the control class.The results of the questionnaire show that the students in the experimental class have improved their writing enthusiasm and confidence after reading the simplified English novels.2.Through Pearson correlation coefficient analysis,there is a highly linear positive correlation between the reading and writing scores of the experimental class students and the control class students,that is,as the reading performance improves,the writing performance also increases accordingly.The enlightenment of this study on high school English writing teaching is:(1)In the process of reading a adapted English novel,it is important to form the reading habits for writing.(2)It is uniqueness to internalize the language knowledge through adapted English novels.(3)It is necessity to study the writing skills systematically,and it is important to establish the scientific evaluation system for both teachers and students.At the same time,the paper also pointed out some problems in the process of conception and preliminary practice,such as: stylistic problems,textbook writing problems.During the period,the author hope to discuss the in-depth development of the reform.