An Action Research On The Application Of Reading-to-Write Approach To Senior High School English Writing Teaching:

As an output expression skill,writing is one of the basic elements of the core literacy of English,and plays an important role in English teaching,but it is also a weak link in English teaching.According to the English Curriculum Criteria for Regular High School(2017 edition2020 revision),reading and writing are two essential skills for learners.Therefore,the combination of reading and writing in the teaching process is in line with the requirements of the new English curriculum criteria,which is of great significance to the implementation of English writing teaching in senior high school.This study is based on the writing requirements of the new English curriculum criteria for senior high school students,with the theoretical guidance of Krashen’s input hypothesis and Swain’s output hypothesis,and through the reading-to-write approach to improve students’ writing ability.This study uses questionnaires and tests to analyze the following three questions:(1)How to apply reading-to-write approach to English writing teaching in senior high school?(2)What is the impact of reading-to-write approach on senior high school students’ English writing performance?(3)What is the impact of reading-to-write approach on senior high school students’ attitude towards English writing?The subjects of this study are 70 students in a class of a senior high school in Cangzhou,Hebei province,and two rounds of action research are carried out for four months.At the end of the study,the software SPSS26.0 is used to compare and analyze the data,and finally come to the following conclusions:(1)Teachers should choose reading text reasonably to enrich writing materials;lead students to sort out the context of the article to organize the writing ideas;guide students to accumulate good words and sentences to enrich the writing language;organize practical activities to cultivate English thinking;(2)Reading-to-write approach can effectively improve senior high school students’ English writing performance,in addition,the students’ performance in the five aspects of content,organization,language,vocabulary and mechanics have been improved significantly;(3)Reading-to-write approach has a positive impact on senior high school students’ attitude towards English writing,and has a positive impact on writing emotion,writing cognition and writing behavior tendency.This study suggests that reading-to-write approach is an effective and feasible teaching method in the teaching of English writing in senior high schools,teachers can combine reading with writing to improve students’ writing ability in the process of writing teaching,...