A Study On The Application Of Reading-to-write Teaching Model In English Writing In Senior High School

As one of the language output skills in English learning,English writing is regarded as a reflection of the learners’ comprehensive language ability.However,in the contemporary educational context,English writing is a weakness for many high school students,such as inadequate writing content,inaccurate language expression and incomplete structure.One of the reasons for this situation lies in the traditional teaching model of separating reading and writing,where teachers ignore the relationship between reading and writing.Since reading-to-write teaching model has arouse many foreign scholars’ concern,more domestic scholars also have an awareness of the significance of integrated teaching of reading and writing and relevant researches were carried out,which has gain some achievements.However,the impact of reading-to-write teaching model on students’ overall English writing proficiency has been given great concern in the previous studies,while less on the impact on different aspects of students’ English writing and the effects on students’ writing situation.Based on this,this study investigated the effects of reading-to-write teaching model on different aspects of English writing and the effects on the situation of students’ English writing through a combination of quantitative and qualitative empirical research.The study was based on input hypothesis,output hypothesis and the interactive alignment theory.103 students from two parallel classes of senior secondary school X in Urumqi were chosen as the subjects of the study.During the four-month teaching experiment,the experimental class adopted reading-to-write teaching model,while the control class applied the regular teaching model,the study mainly answers the following two research questions through questionnaires,tests,evaluation criterion and interview:（1）What is the current situation（writing attitudes,writing strategies and writing proficiency）of English writing among senior students in X Senior High School in Urumqi?（2）What effects does reading-to-write teaching model have on students’ English writing achievements（language,content and structure）and what are the effects on the current situation of students’ English writing?The data of the study is collected through questionnaires,tests and interview,and is further analyzed by using SPSS.The results of the study showed that:（1）The specific problems in English writing of the senior students in this school are as follows: students lack of interest and confidence in English writing,they have low spontaneity in writing,lack of strategies of applying relevant knowledge from reading to writing,and they have difficulties in different aspects of English writing such as vocabulary,grammar,content and structure.（2）Reading-to-write teaching model have positive effects on improving students’ English writing achievements.With a comparison to the control class,students in experimental class got improvement in terms of content,language and structure in their English writings.Besides,reading-to-write teaching model has a positive effect on the current situation of students’ English writing,which can be reflected in the following aspects: in terms of attitudes,the model promoted students’ interest and confidence in English writing,students’ motivation to write is increased and their understanding of the relationship between reading and writing is further enhanced;in terms of writing strategies,students consciously apply the relevant knowledge from reading to their writing.In terms of writing proficiency,students felt that the teaching model had a positive impact on different aspects of their English writing.Therefore,based on the above findings,this study can provide some references and insights for practical teaching in high schools.English teachers in senior high schools should combine reading with writing,and pay attention to students’ internalization and transformation,so as to cultivate students’ conscious application of the knowledge acquired from reading to writing,and to achieve the teaching effect of promoting writing through reading.