An Empirical Study Of The Application Of Circular Teaching Approach In Senior High School English Writing Practice

In high school English learning,writing as an output skill can reflect the learner’s language proficiency.The English Curriculum Standards for General High School edited in 2017 states that: “ Reading as comprehensive skills and writing as expressive skills,they can complement and promote each other in the language learning process.Secondly,it is necessary for teachers to combine special training and comprehensive training when teaching language skills,such as interspersing the discussion or continuation before and after in reading training and intersecting reading activities before and after writing,which avoids skill training solely.”Therefore,when teaching writing,teachers can design comprehensive reading-writing activities.This paper combs the current situation of English writing teaching in high school by studying relevant literature review,and has the following findings: English writing teaching has been a weak link over the years and has even been neglected.Most students’ English writing skills cannot meet the requirements of the new curriculum standards.In traditional English writing teaching,teachers directly teach writing vocabulary and syntax,ignoring the relationship between reading input and writing output,resulting in students only have a single skill training.On this basis,the functional linguists has proposed a reading-writing circular teaching method.With the development of this method,domestic and foreign research on it is increasing yearly,but there are few research examples that can be referred to in the high schools.In view of this,this study attempts to study how to improve the English writing ability of high school students under the guidance of the reading-writing circular teaching method.The author first introduces the definitions of reading-writing circular teaching method and circular activity;Krashen’s input hypothesis and Sweene’s output hypothesis,and combs the research achievements which are related to the reading-writing circular teaching method at home and abroad,which provides thetheoretical basis of this study.Secondly,this paper intends to solve these questions:whether the reading-writing circular teaching method applied in the experimental class can help students improve their second language writing ability;how to cycle reading and writing activities in the experimental class.Finally,this study selects two classes of a high school to conduct experiments and interviews and tests the effectiveness of this method through English tests.Empirical research finds that reading-writing circular teaching method can improve students’ writing scores;application of reading and writing circular activities can stimulate students’ participation.This research focuses on how to apply reading-writing circular thinking in high school English writing teaching,which can link writing with other English reading activities,which helps to produce more vivid writing output.This thesis can be a reference for English writing teaching in high schools.