On The Application Of Reading-to-write Model In Senior High School English Writing Class

As a productive skill to examine students' ability of comprehensive use of language,English writing has always been the focus and difficult part in English teaching in middle school.However,studies concerning the application of the new English writing teaching model are seldom seen.In view of this,the author carried out the application of reading-to-write model in her English writing class.Based on Krashen's "language input hypothesis" and Swain's "language output hypothesis",this paper discusses the relationship between reading and writing,attempting to answer the following questions:(1)To what extent can the reading-to-write model improve the writing performance of all the subjects?(2)To what extent can the reading-to-write model promote the positive affective factors of all the subjects in writing?And(3)What problems arise in the application of the reading-to-write model?To answer the questions above,the author conducted a 15-week teaching research involving 54 students from Cang Hai Senior High School in Wuzhou,Guangxi.Questionnaire survey,interview,classroom observation,test and text analysis were employed to explore the impact of the reading-to-write model on the students' writing performance.Results show that the teaching model of reading-to-write can effectively improve students' writing proficiency.It also improves students' writing enthusiasm and motivation.Students show significant improvements in terms of accuracy,fluency,and complexity as well.During the implement of the application,the researcher got someimplications.Firstly,reading-to-write should be a gradual and systematic process.Secondly,discussion should not be ignored in the process of promoting writing through reading.Thirdly,teachers should pay attention to improving students' interest and stimulating their writing motivation during the process of reading-to-write.In addition,problems in the application of the reading-to-write model were also found.It was unable to mobilize all students to participate in it actively or take individual differences into account.Besides,the design of the writing task failed to meet the writing needs of three groups of students at the same time.