An Action Research On Application Of The Reading-to-Write Teaching Model In English Writing Teaching Based On Discourse Analysis In Senior High School

Listening,speaking,reading and writing are regarded as the basic language skills required in the New Senior English Curriculum Standard,among which English writing is of great importance of English teaching in senior high school.The purpose of English writing is to examine students’ ability of comprehensive language use effectively.However,the present situation of the teaching effect in senior high English writing is not satisfactory.The majority of students aren’t interested in English writing and even feel anxious about it.Therefore,it’s a challenging task to undertake the improvement of students’ writing interest and writing performance.In view of this,the action research on the application of reading-to-write teaching model was carried out to explore what changes the teaching model brought to students’ English writing on the basis of the input hypothesis,the output hypothesis and the discourse analysis.The following two research questions were put forward: 1.What changes are brought to the students’ writing interest under the instruction of the reading-to-write teaching model based on discourse analysis? 2.What changes are brought to students’ writing performance under the instruction of the reading-to-write teaching model based on discourse analysis?45 senior high students of grade two in Guiyang No.10 middle school were chosen as the research participants and two rounds of action research were conducted.It lasted for six months.This study applied the reading-to-write teaching model based on discourse analysis and made reflection,adjustment and improvement of English writing teaching.With the help of the analysis of the results of questionnaires,interviews and tests,the results of the teaching action research can be worked out.The results indicate that: firstly,the application of reading-to-write teaching model based on discourse analysis can stimulate students’ writing interest.They have more confidence in English writing.Secondly,it also improves students’ writing performance.Students can write the composition with rich content,completed structure,appropriate language and cohesion.