An Application Study On Reading-to-write In Senior One English Writing Teaching

According to the National English Curriculum Standards for General High School(2017),writing is an important criterion to measure students’ English comprehensive ability,an indispensable part of English teaching,and an important way of language output.However,the author finds that writing has always been difficult for senior high school students in high school English teaching practice,and high school students often do not know where to start in face of writing tasks.In view of the writing problems faced by high school students,this study takes the first year senior students as the research subjects,and applies the reading-to-write teaching method to the high school English writing teaching to discuss whether the teaching method can improve their English writing level or not.From teacher’s point of view,the study puts forward corresponding suggestions on writing teaching so as to stimulate students’ interest in English writing and improve teaching effectiveness.The following questions are to be addressed for this research.1.Whether the application of reading-to-write approach can effectively improve senior grade one students’ English writing ability?2.What are the senior one students’ attitudes toward reading-to-write approach?Krashen’s language input hypothesis,Swain’s language output hypothesis and transfer theory are employed as the theoretical basis,and the empirical research method will be adapted in the reading-to-write teaching in the senior high school English classroom.Two parallel classes of a senior high school in Yining province are selected as the experiment subject,one of which is the experimental class,the other is the control class.The teaching experiment lasts for 12 weeks.Before the experiment,writing tests are conducted both in the experimental class and the control class.During the experiment,the teacher carries out teaching experiment in the experimental class.Reading texts and extracurricular reading texts serve as pre-writing input.Brainstorming and discussion serve as while-writing output.Student peer-assessment and teacher comments serve as post-writing feedback.After the experiment,writing tests are conducted both in the experimental class and control class,and questionnaires and interviews are conducted in the experimental class.At last,the data collected during the experiment are compared and analyzed to draw conclusions.The experimental results show that:(1)Through the reading-to-write teaching method,the scores of the students in the experimental class,scoring level and the word numbers that meet the requirements of the college entrance examination have been improved in different degrees.That’s to say the English writing ability of the students in senior one has been improved in different degrees;(2)Students accept and approve the reading-to-write approach after receiving it.Last but not least,based on the theories and the experimental conclusions,this research puts forward suggestions for improving English writing teaching in senior high school,and provides reference for English teaching and follow-up related research.This study has certain practical significance,still,there are some disadvantages.It remains to be further tested and perfected in the teaching practice in the future.