A Sthdy On The Application Of Authentic Material Reading-to-Write Approach Based Od Language Input Hypothesis And Language Output Hypothesis In Senior Hige School

Writing is the most significant part in the college entrance examination,which has always played a key role in English teaching in senior high schools.A large number of studies show that despite immersion in English classes,learners still fail to reach the level necessary for successful communication in English,who have difficulty in expressing their ideas in English to achieve effective output.At present,there are many problems in students’ writing,such as lack of vocabulary,inability to master writing principle in the overall structure of discourse,simple sentence structure and disordered discourse logic.In order to solve this problem,I have tried the strategy based on the hypothesis of language input and language output,and applied authentic material reading to English writing teaching in senior high school,which provides authentic material reading input in English class,and acquaints students with the information contained in these authentic material,language and style.Teaching mode is planned following input-internalization-output principle in three stages.The concrete application effect of the teaching method is tested in teaching practice.The subjects selected in this study are students from two classes in Harbin No.9Middle School.50 students from Class 1,Grade 1 are experimental group,and 50 students from Class 2,Grade 1 are control group.The experimental period of this study was 16 weeks.With the same learning progress and teachers,the experimental class chose the authentic material reading based on the language input and output hypothesis in writing teaching,while the control class the traditional writing teaching method.This paper mainly studies the following issues:（1）How to use reading materials in writing teaching to enhance students’ capability?（2）With the application of the reading-assisted writing teaching method based on the language input hypothesis and language output hypothesis,what changes have taken place to students’ attitudes towards writing?（3）How to improve students’ writing with the application of the reading-assisted writing teaching method based on language input and output hypothesis? Which aspects are the main manifestations?（4）Is there any difference in the improvement of writing ability of students in different sections? What specific effects does this teaching method have on the improvement of students’ writing in different sections?After analysis of the data obtained during the experiment with SPSS software,it can be concluded that（1）the application of authentic material reading in senior high school English writing from the perspective of language input and output hypothesis has a significant effect on improving English writing.（2）After the application of this teaching method,students’ writing motivation has been effectively enhanced.（3）The students following the teaching method have given better performance in content,organization,vocabulary,language and standard of writing.（4）Top students（36-50 points）have acquired the comprehension of the content and organization of their writing;the average（28-35 points）students have acquired skills to achieve an overall comprehension of the discourse.Because of the limited period of the research,the students are not capable of effective output,but the improvement in vocabulary and language use is the most obvious.Low students（0-27 points）believe that this teaching method can significantly enlarge their vocabulary and sharpen their ability to use language.