An Empirical Study On The “reading-to-writing” Teaching Model Based On Discourse Analysis In A Senior High School English Writing Teaching

In recent years,"Reading-to-Writing" has become the focus of middle school teaching.As a new teaching method,it has attracted the attention of scholars at home and abroad.Students in senior high school are required to meet relatively higher writing standards in accordance with the 2017 National English Curriculum Standards for General High School and the new College Entrance Examination reform.In addition to the original composition tests,a new writing test has been added,which further complicates writing in English.However,students’ writing skills are still underdeveloped,manifesting directly in four areas,namely: deficient language expression skills,deficient cohesive devices,poor writing motivation,and low writing scores.Also,some issues are associated with teaching writing,such as insufficient discourse guidance before writing,simplex teaching methods etc.All of these factors have a negative impact on the effectiveness of writing teaching.Thus,it is essential to explore the reading-to-writing teaching model in senior high schools.Based on discourse analysis theory,Krashen’s input hypothesis,and Swain’s output hypothesis,the study explores the use of reading-to-writing in the teaching process to design teaching activities,guide students to analyze the text,reasonably construct the structure of the whole text,and assist them with writing logical and coherent passages.It aims to improve the situation of writing teaching,increase the effectiveness of writing teaching and develop students’ writing skills.In this study,two parallel classes at a senior high school in Ying Kou are considered as participants.Based on the data collection and analysis of pretest and post-test,questionnaire,and interviews,the study focuses on three questions:（1）What is the effect of the reading-to-writing model on senior students’ writing ability?（2）What is the effect of the reading-to-writing model on senior students’ writing cohesion and coherence,grammatical structure,and vocabulary richness and accuracy?（3）What are the differences in students’ writing attitudes,interests,and strategies under the reading-to-writing model?Results of the study show that students’ writing skills have significantly improved as a result of the reading-to-writing teaching model.It is most visible in the improvement of writing scores and the development of language expression abilities,including rich and accurate vocabulary,proper grammatical structure and various cohesive devices.Meanwhile,this teaching model helps improve students’ writing attitudes,interests,and strategies.Students’ negative attitudes toward English writing have been significantly transformed.Their passion for English writing is greater than before.They can better outline,formulate and revise their compositions.In conclusion,this study indicates that the reading-to-writing teaching model significantly strengthens the efficiency of writing teaching in senior high as well as the development of students’ writing ability.