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

Under the background of economic globalization,English writing,as an important way of communication,is widely used in all fields of life.Language learners generally agree that English writing is the most difficult part for English learning.English has always been taught as a major subject,and more and more attention has been paid to English writing,however,due to various problems in writing teaching,students' writing achievement is on the low side and the writing performance is not satisfactory.Therefore,how to improve students' English writing level has always been the focus of teachers' attention.Scholars both home and abroad have recognized the importance of writing,and have also carried out a series of studies,studies show that reading can promote writing.But in real life,teachers sever their relationship to teach separately.Therefore,there is an urgent need to change the teaching concept of writing and reading and pay attention to the important role of reading in writing teaching.The thesis is based on Schema theory,Krashen's input hypothesis,and Swain's output hypothesis,uses empirical study to discuss the effect of Reading-to-write approach to English writing.This study is designed to discuss the following two questions:Question 1: Can Reading-to-write approach improve students' writing scores?Question 2: Can Reading-to-write approach help to facilitate students' motivation of writing?The participates were 100 students in YanTai NO.1 Senior High School in Shandong province,one was experimental class(EC)used Reading-to-write approach,another was control class(CC)used traditional teaching approach.The teaching experiment lasted for five months.In the course of the experiment,questionnaires and an interview were used to analyze the students' writing motivation,and the students' writing scores were analyzed through the pre-test and post-test papers.The collected data were analyzed by SPSS20.0.In the pre-test,there was no significant difference in the writing scoresbetween EC and CC,in the post-test,the mean score of CC was 15.66,while the mean score of EC was 18.46,and the value of Sig.(2-tailed)was 0.000.These data showed that Senior High School students' writing scores had changed significantly,which indicated the first research question the Reading-to-write approach can improve students' writing scores.The results of two questionnaires and an interview with 6students from different levels which proceeded in EC after the experiment proved the Reading-to-write approach can facilitate Senior High School students' writing motivation.In a word,the Reading-to-write approach is worth applying in Senior High School English writing teaching.Hopefully,this study could be viewed as a reference to the future research,and more teachers can use the approach better.