A Study On The Influence Of Reading-to-Writing Approach On English Writing Teaching In Senior High School

Writing is a basic skill that can best reflect English learners' comprehensive ability of using English in English learning,but it is also the most difficult skill for students to master.In college entrance examination,the writing task in English test paper tests not only students' basic English knowledge of vocabulary and grammar,but also their comprehensive ability of English thinking and expressing their ideas in the form of writing which may greatly influence whether they can get a satisfying score in the test.In the New Curriculum Standard for High schools,there are detailed requirements on students' English writing skill and ability as well as instructions for teachers to following in their teaching practice.However,the author,a front line English teacher,noticed that,in the daily teaching practice,it is too difficult to arouse students' interest in writing due to the traditional teaching mode which is too abstract and tedious for many students to follow.What's more,writing practice for developing students' writing skill is far from enough in English classroom teaching in most China's high schools.Therefore,it is highly significant to take some measures to improve the current situation in the teaching of English writing in senior high schools so that teachers can arouse students' interest in English writing and promote their writing ability.This paper aims to explore the influence of reading practice on improving students' English writing ability on the basis of both theoretical research and teaching experiment which was conducted in two parallel classes in one senior high school in Jiangxi Province.After analyzing the basic data collected through a questionnaire about the students' current situation of their English writing,the author tested the students' writing ability before and after conducting the teaching experiment.During the four-month-time teaching experiment,the author applied reading-to-writing approach in the teaching of the experimental class while continued traditional teaching method in the controlled class,hoping to demonstrate that the reading-to-writing approach is more effective in helping cultivate and improve students' English writing competence.In the research,through analyzing the data collected from the questionnaire and the writing tests,the author has three findings:(1)reading-to-writing approach is moreeffective in inspiring students' logical thinking in writing;(2)reading-to writing approach is more effective in enlarging the depth and width of students' vocabulary in writing;(3)reading-to-writing approach is more effective in reducing grammatical errors in writing.Afterwards,the author puts forward several practical suggestions on how to apply reading-to-writing approach in the daily teaching practice of English writing in senior high schools.Thus,this research will not only enrich the resources for similar researches on teaching English writing in high schools by providing data,but also give guidance to front-line English teachers on applying reading-to-writing method in their daily teaching practice of English writing.