A Study On The Application Of "Reading-to-Write" Teaching Mode To Practical English Writing In Senior High School

Practical English writing is an important form of English writing examination as well as a key and difficult part of English teaching in senior high school.It plays a prominent role in two major English tests that all senior students have to face,namely the College Entrance Examination and the English Academic Achievement Examination.“Reading-to-write” has been proved as an effective way to improve students’ writing proficiency in many studies.However,most of the researches focus on the “reading-to-write” of university students while students in senior high school are ignored on this aspect.What’s more,the influence of “reading-to-write” on practical English writing for senior high school has received even fewer attention,therefore it is necessary to explore the effects of the “reading-to-write” teaching mode on practical English writing.General Senior High School Curriculum Standards(2017 Edition,Revised2020)(Ministry of Education of PRC,2020:6)has put forward the concept of Subject Core Competencies.Practical English writing tests senior students’ ability to use English language comprehensively,and Practical English writing teaching can reflect the concept of cultivating students’ Subject Core Competencies in classroom teaching.The evaluation of practical English writing is considered from the structure,content,language and grammar.“Reading-to-write” is to teach writing by integrating reading and writing.In the process of reading learning,students construct textual information from source text to facilitate them completing writing tasks.This study applied the“reading-to-write” teaching mode to senior practical English writing teaching and constructed the PRP mode of “reading-to-write” to explore the influence of the“Reading-to-write” teaching mode on senior students’ practical English writing.In the PRP mode,P is for perception,R is for revision,and P is for production.In this study,two parallel classes in senior two were selected as the research objects,including 43 students in the experimental class and 46 students in the control class.The experimental class adopted the “reading-to-write” teaching mode to carry out teaching experiment of practical English writing,while the control class adopted the traditional writing teaching mode to carry out the teaching experiment of practical English writing.Combining qualitative and quantitative research,this study explored three research questions through questionnaires,tests and interviews:1)What is the influence of the “reading-to-write” teaching mode on senior students’ practical English writing anxiety?2)What is the influence of the “reading-to-write” teaching mode on senior students’ practical English writing self-efficacy?3)What are the effects on senior students’ practical English writing proficiency with the application of the “reading-to-write” teaching mode?Firstly,the senior students’ practical English writing anxiety scale was distributed in the experimental class and the control class.The results of data analysis answered the first research question.Secondly,the data analysis of the senior students’ practical English writing self-efficacy scale answered the second research question.Finally,the pre-test and post-test were conducted in the two classes to answer the third research question.The results show that,firstly,the “reading-to-write” teaching mode can effectively reduce senior students’ practical English writing anxiety.Secondly,the“reading-to-write” teaching mode can effectively improve senior students’ practical English writing self-efficacy.Thirdly,the “reading-to-write” teaching mode can significantly improve senior students’ practical English writing scores,mainly from the structure,content and vocabulary of the composition.This study proves that the “reading-to-write” teaching mode has a positive effect on the teaching of practical English writing in senior high school,which can effectively reduce senior students’ practical English writing anxiety and improve senior students’ practical English writing self-efficacy and writing proficiency.It is hoped that this study can provide reference for the teaching reform of practical English writing in senior high school.