The Practical Study On English Reading-to-write Teaching In Senior High School Based On Discourse Coherence Theory

As important forms of language input and output,reading and writing play an important role in English learning.While in traditional English teaching,little importance is attached to writing,so it is a common phenomenon in English learning to emphasize reading over writing.Besides,reading and writing are often separated from each other.However,the relationship between reading and writing should be mutual promotion and integration,that is,reading guides writing,and in turn,writing promotes reading.In recent years,more and more researches on reading and writing have been conducted to explore the relationship between reading and writing,but most of the researches are focused on the comprehensive effects reading has on writing,and little attention is paid to students' writing expression of discourse integrity,and lexical links.In view of this,this study researches the practical reading-to-write method from the perspective of discourse coherence,so as to help students find the theme of the article in the reading materials,clarifying the general ideas of the paragraphs and the coherence between paragraphs,sentences and sentences,and finally enables students to form a discourse awareness and write a logical and coherent composition.The main theoretical foundation of this study is discourse coherence,which holds the view that there is a unified relationship between the viewpoints,sentences,paragraphs and paragraphs in a discourse.Based on this,this study mainly discusses the following questions through teaching practice:(1)What is the current situation of students' English writing in senior high school?(2)Under the guidance of discourse coherence theory,can reading-to-write effectively improve the English writing of senior high school students?(3)If so,in what aspects is the improvement embodied?In this study,two parallel classes were selected from a high school in Jiangsu province.The researcher got to know the current situation of reading and writing of students through the questionnaire.During the 20 weeks of teaching experiment,the teaching method of reading-to-write was practiced in the experimental class,intended to summarize a set of reading-to-write method combining reading and writing.Combining the “Three-stages and seven-steps” teaching method with her own teaching practice,the researcher summarizes the “Six-steps” teaching method as following: Pre-reading: Leading in the topic and predicting the information.While-reading: Reading comprehension.Post-reading: Consolidation and group discussion.Pre-writing: Integrating the information and drafting.While-writing: Editing and students' assessment.Post-writing: Teacher's assessment.After analyzing the experimental data before and after the test through SPSS and interviewing students,the researcher obtained the following research results:(1)In students' writing,discourse lacks coherence,which is embodied in words,clauses,paragraphs and discourse.(2)Under the guidance of discourse coherence theory,by helping students understand the global coherence and local coherence in reading texts,reading-to-write teaching can effectively improve high school students' English writing skills.The writing of the experimental class improved significantly and was obviously better than that of the controlled class.(3)Under the guidance of the teaching method of reading-to-write,in the reading process,students can study through scanning,skimming and other methods to make a deep understanding of the theme in the text.By finding out the topic sentence in the paragraph,as well as the internal relationship between paragraphs,and the coherence between the paragraph topic sentence and its supporting details,students will build a framework for their subsequent writing.In this way,in the following writing procedure,most students can concentrate more on semantic coherence of the text,paying more attention to the relationship between paragraphs,topic sentences and discourse themes,and focus on the lexical links in the sentences.Students with a weak foundation still have difficulties in extracting the topic sentences of paragraphs and connecting the sentences,because they still pay more attention to words and phrases.This study also has implications for high school English teaching.First of all,teachers should pay attention to the effect of reading on writing.In reading teaching,students' discourse awareness should be cultivated to build a framework for their writing.Secondly,teachers should give more help to students' structure in writing teaching and guide students to pay attention to the coherence of a discourse.In addition,teachers should design different reading tasks according to different generic structures,so as to help students understand the relationship between global coherence and local coherence in the text.In addition,according to the needs of the new College Entrance Examination,teachers can assign different writing tasks after reading.For example,for narrative or novel,the continuation task after reading can be designed;For argumentation or exposition,summary writing can be assigned.Finally,teachers should pay attention to different students who understand reading texts at different levels,and design teaching programs of reading-to-write that are helpful to most students.Due to time limitation,this research still has some shortcomings.Though there are limitations in terms of research time,the thesis sheds light on clarifying that based on discourse coherence theory,the teaching practice of reading-to-write is beneficial to the improvement of high school students' writing.