The Application Of Reading-to-write Approach In English Writing Teaching In Senior High School Based On The Key Competency Of English ——A Case Study Of No.2 Experimental Middle School Affiliated To Qinghai Normal University

Listening,speaking,reading and writing are the four basic skills of English language learning.These four skills are interrelated,mutually reinforcing and indispensable.However,through the author’s own learning experience,investigation and interview,it is found that most English teachers often teach these four skills independently,which affects the comprehensiveness of English learning and leads to poor teaching results.The English curriculum standard of ordinary senior high schools in China clearly requires that English teaching should focus on the cultivation of students’ key competency in English subject.Therefore,it is urgent to study the Reading-to-write Approach under the background of English key competency.The research on the Reading-to-write Approach aboard is earlier than that in China,and it was first put forward by foreign scholar Widdowson.However,the domestic research on this approach started relatively late,and mainly focused on the compulsory education stage and Chinese subject.There is little research on English teaching in senior high schools.Therefore,according to the present situation of writing teaching,based on Krashen’s input hypothesis,Swain’s output hypothesis and constructivism theory,the author studies and discusses how to improve students’ writing level through reading teaching.This paper focuses on the following questions: How to apply the Reading-to-write Approach based on the key competency of English to English writing teaching? How can the fluency of students’ writing be improved by the Reading-to-write Approach based on the key competency of English? How can the accuracy of students’ writing be improved by the Reading-to-write Approach based on the key competency of English?In this study,there are 90 students in two classes of Grade Two in the Second Experimental Middle School affiliated to Qinghai Normal University.45 students in the experimental class are taught writing by the Reading-to-write Approach.45 students in the control class are still taught by the previous writing method.The experimental data of this paper come from the pre-questionnaire,pre-test and post-test papers and teacher interviews,and the data are analyzed by SPSS.The results show that the Reading-to-write Approach has certain positive effects on improving students’ writing level,cultivating students’ key competency and improving the fluency and accuracy of students’ compositions.However,there are still some defects in the research,such as short research period,small research scope,and insufficient research ability of the author,which may affect the final results of the research.I hope that future scholars’ research can be more comprehensive and thought-provoking.