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

As one of the five English language skills of listening,speaking,reading,writing and viewing,writing not only reflects students' level of English language output but also represents their comprehensive English proficiency.However,the current situation of students' English writing is not promising.How to effectively improve students' English writing competence has become a key subject that many educational researchers must focus on.In recent years,reading-to-write' as a new teaching approach that emphasizes promoting writing through reading,has attracted attention of scholars at home and abroad.Although there have been some empirical studies on the application of the reading-to-write approach to English writing teaching at home and abroad,there are relatively few empirical studies on the application of the reading-to-write approach to English writing teaching in senior high school.Therefore,based on the input and output hypothesis and schema theory,this study aims to apply the reading-to-write approach to senior high school's English writing teaching to further explore the effects of the reading-to-write approach on high school students'English writing competence.This study is conducted to answer the following three questions:(1)What are high school students' attitudes toward the reading-to-write approach?(2)How effective is the reading-to-write approach in improving high school students' English writing competence?(3)What are differences in effects of reading-to-write approach on English writing competence of high school students at different writing levels?In this study,122 students(61 students in EC and 61 students in CC)from two parallel classes in Grade one in Wuhu No.1 High School are chosen as research subjects.The experiment lasts for 16 weeks.The students in EC adopt the reading-to-write approach while those in CC are trained with the traditional writing approach.This study aims to investigate the teaching effects of the application of the reading-to-write approach in senior high school's English writing teaching by means of class teaching,questionnaire and interview.The data obtained from the study are analyzed and described by SPSS 22.0 and Excel software.The main findings are as follows:(1)Most of the high school students in EC show positive attitudes toward the reading-to-write approach and they believe that this new approach helps enhance their writing interest and writing confidence,and improve their writing competence.(2)The reading-to-write approach can effectively improve high school students'writing competence,especially in the aspects of content,organization,vocabulary and language use.(3)The reading-to-write approach has different effects on English writing competence of students at different writing levels in EC.This approach has the most significant effects on improving the English writing competence of students at the intermediate writing level,which are followed by students at the low writing level and students at the high writing level.Based on the findings mentioned above,some suggestions for improving the application of the reading-to-write approach to English writing teaching as well as the limitations of the present study and suggestions for further research are put forward correspondingly.