A Study On The Application Of Reading-to-write Approach To English Writing In Senior High Schools

Writing as well as reading is one of the four crucial basic skills in English learning.However,many English teachers nowadays still adopt the traditional teaching method,separating writing from reading and ignoring the interdependent and inseparable relationship of the two.In actual teaching,as we argue here,English teachers should make full use of the close relationship between reading and writing,and regard the reading-to-write strategy as a bridge to improve students' writing performance.Nevertheless,it is undeniable that no teaching strategy can produce efficient English classes when it is applied mechanically.Therefore,English teachers should use their wisdom to design and apply the teaching strategy of reading-to-write in actual teaching.Based on Krashen's input hypothesis,Swain's output hypothesis and the schema theory,this study emphasizes the combination of reading and writing.The author applied the reading-to-write approach to a senior high school for the purpose of answering the following questions:(1)Can the reading-to-write teaching strategy arouse senior high school students' writing interest and confidence?(2)Can the reading-to-write teaching strategy improve senior high school students' writing skills,especially in writing content,accuracy and fluency?To answer the questions above,the author conducted a four-month experiment in a senior high school in Yichun.Two classes were selected as subjects,one was the experimental class(EC)interfered with the reading-to-write teaching method,the other was the controlled class(CC)adopting the traditional writing teaching method.According to the teachers' interview,the author found that the reading-to-write teaching method has not been widely accepted and applied in actual teaching.What's more,data analysis of the questionnaires and tests showed that reading-to-write approach can arouse senior high school students' writing interest and confidence,and it can also promote their writing proficiency,especially in writing content,accuracy and fluency.Consequently,this research demonstrated that the reading-to-write teaching method has its obviousadvantage compared to the traditional teaching method.However,due to the restrictions on the author's teaching ability,knowledge and some other objective factors,this research inevitably had some limitations,such as limited experiment samples and experiment time,etc.Therefore,further research on the reading-to-write approach should be continued.