A Study On The Application Of Reading-to-write Approach In English Writing Teaching In Senior Two

Reading and writing are two important language skills in English learning.Reading is language input and writing is language output.The output can not exist independently,it needs to be built on the basis of input.That is,there is no output without input.However,in the actual process of English writing teaching,teachers often separate reading teaching from writing teaching,leading in students’ language input and output can not be effectively combined.Students’ English writing level is not satisfactory.Thus,writing has become a major problem that puzzles teachers in English teaching.With the increasingly high requirements of English curriculum standards in senior high school,the teaching ideas and approaches of English writing in senior high school need to be improved and perfected urgently.On the theoretical basis of Krashen’s input hypothesis and Swain’s output hypothesis,this study adopts reading-to-write approach by combining reading and writing.Teachers take more systematic and in-depth analysis of English reading as the input of students’ English knowledge.Students can extract the accumulated language knowledge by imitating reading passage to complete the writing when carrying out English writing output.The purpose of this thesis is to explore the influence of reading-to-write approach on English writing teaching in senior high school.This study aims to explore the following two questions:1.Can the application of reading-to-write approach in teaching of English writing promote students’ interest in English writing?2.Can the application of reading-to-write approach in teaching of English writing increase students’ English writing level?The period of this study lasts 10 weeks(from September 2019 to December2019),located in a No.2 senior high school in Kashi.In this experiment,84 students from two classes in grade two of senior high school are selected to participate in.The two classes have the same number of students,with 42 students in each class.The class 25 and class 10 are randomly selected as the control class(CC)and the experimental class(EC).In the course of teaching experiment,the control class(CC)uses the conventional writing teaching approach to teach English writing,while the experimental class(EC)adopts the reading-to-write approach to teach English writing.The researcher adopts three research instruments into this teaching experiment,which are questionnaires,tests and interview.It is mainly expected to discuss and analyze the experimental data by combining qualitative and quantitative methods.The experimental results are as follows:The application of reading-to-write approach in teaching of English writing can promote students’ interest in English writing in senior high school.At the same time,the application of reading-to-write approach in teaching of English writing can increase students’ English writing level in senior high school.The research shows that reading-to write approach is well worth popularizing in the English writing teaching in senior high school.