A Study On The Application Of Reading-to-Write Model Based On Thematic Context To English Practical Writing Teaching In Senior High School

Writing teaching plays an important role in English teaching,and writing ability is one of the significant standards of learners’ English language ability.With the further implementation of the new curriculum reform,English writing has received more and more attention from many educators.However,there are many problems in the teaching of English writing that hinder the improvement of English learners’ writing ability.Practical writing is a kind of writing style that high school English learners must master,and it also has the same problems as high school English writing.In response to these problems,the researcher combines Thematic Context and Reading-to-Writing Model,so that learners are led by thematic context to explore the meaning of the themes,systematically learn the knowledge in the reading discourse,and transfer the knowledge learned from reading to writing.Therefore,this study aims to apply Reading-toWriting Model based on Thematic Context to English practical writing teaching,and to explore the effects of this model on learners’ writing ability and writing attitude.Based on the Input Hypothesis,Output Hypothesis and Structuralism Theory as the theoretical basis,this study is conducted with students in two parallel classes of Y senior high school in Binzhou City,Shandong Province.In order to explore the effect of Reading-to-Writing Model based on Thematic Context on the writing ability and writing attitude,this study uses educational experiment,literature review,test,questionnaire and interview as the research methods,and conducts a three-month educational experiment with the help of SPSS25.0 as the data analysis tool.The study aims to explore and answer the following two questions: First,how does Reading-to-Writing Model based on Thematic Context influence the writing ability of the subjects? The question consists of three sub-questions: How does Reading-to-Writing Model based on Thematic Context influence the language,content and organization of the subjects’ practical writing? Second,how does Reading-to-Writing Model based on Thematic Context influence the writing attitude of the subjects? This question includes three sub-questions: How does Reading-to-Writing Model based on Thematic Context influence the writing emotion,writing cognition,and writing behavioral awareness of the subjects’ practical writing?The results are as follows: First,Reading-to-Writing Model based on Thematic Context has a positive effect on the subjects’ practical writing ability.Compared to the pre-experiment,the experimental class shows significant differences in total writing ability,and there are significant differences in language and content level,but no significant differences in organizational structure level.In contrast to the control class,the experimental class indicates significant enhancement in the total writing ability and in the language and content levels,but not in the organizational structure level.Second,Reading-to-Writing Model based on Thematic Context has a positive effect on the subjects’ writing attitude.Compared to the pre-experiment,the experimental class showed significant differences in the overall writing attitude and all levels of writing attitude.Compared to the control class,the experimental class showed significant improvements in writing attitude as well as in all dimensions of writing attitude(writing emotion,writing cognition,and writing behavioral awareness).Based on this experimental study,two implications are as follows: First,teachers should take good use of Thematic Context to promote the learning of knowledge systematically and interestingly.In the teaching process,teachers are supposed to lead students to construct a systematic knowledge network around the theme and dig deeper into the meaning of the theme of the discourse.Teachers should also create realistic contexts that are close to students’ actual lives,and design diversified teaching activities around the theme context to stimulate students’ interest in learning and increase their motivation.Second,teachers should promote the effective combination of reading and writing to realize the transformation from input to output.Teachers should make full use of the inseparable relationship between reading and writing in the teaching process,and guide students to accumulate good words and phrases,logical articulation,and content expressions from the reading discourse,which can promote students’ comprehensible input and output expressions in writing,and realize the transformation from input to output.