A Study On The Application Of Reading-to-write Approach To English Writing Teaching In Senior High School Based On Schema Theory

The new National English Curriculum Standards for Senior High Schools issued in 2017 stated language skills play a vital role in language ability.And language skills include listening,speaking,reading,viewing and writing,among which writing is one of the most important and difficult skills for senior students.Owing to the reform of College Entrance Examination,new writing task in National Matriculation English Test has received some changes and it would combine reading and writing closely,which brought higher requirements for senior students.But under traditional teaching approach,writing teaching and reading teaching have been separated and the teaching results are usually unsatisfying.Therefore,there is a need to change the situation and solve the problems urgently.Based on schema theory,input hypothesis and output hypothesis,reading-to-write approach is to cultivate learners’ writing ability through effective reading.This thesis attempts to explore the feasibility and effects of reading-to-write approach in senior school English writing teaching.And the research tries to answer the following three questions:1.How about the current situation of senior high school students’ English writing learning?2.Can the application of reading-to-write approach based on schema theory increase senior students’ English writing motivation?3.What are the effects of the reading-to-write approach based on schema theory on improving senior students’ English writing performance?The subjects of the research were 122 senior one students from two classes of the similar level in Yudu No.2 Senior High School which is a county-level school in the city of Ganzhou.Before the experiment,the author investigated the current situation of students’ writing learning through interview and questionnaire.During the four-month experiment,the experimental group adopted the reading-to-write approach while the controlled group adopted the traditional one where reading and writing were separated.After the experiment,interview and questionnaire were used to collect students’ attitudes towards reading-to-write approach.SPSS23.0 was used to analyze the experiment statistics.The research got the following results: Firstly,students have a poor writing foundation and they separate writing learning with reading learning under the guidance of traditional teaching approach.Secondly,reading-to-write approach can activate students’ interest and motivation in English writing learning.Thirdly,reading-to-write approach based on schema theory can effectively improve students’ writing ability,including the aspects of vocabulary,grammar and discourse construction.Based on the experiment and the findings,some pedagogical suggestions were concluded as follows.First,teachers had better attach great importance to the instructional design to get a deep and accurate understanding of the reading text before designing writing tasks.Second,teachers are encouraged to make a full usage of the reading text where learners can absorb abundant expressions.Third,teachers should give a timely feedback to affirm the merits and point out the mistakes and problems of learner’ compositions.