A Study On The Application Of Reading-to-write Approach To English Writing Teaching In Senior High School

Reading and writing are important skills in English learning.Previous studies have shown that reading and writing promote each other,and a large amount of comprehensible reading input is of great significance to improving students’ writing ability.Therefore,it is suggested that teachers integrate the contents,discourse structures,words and sentences of the reading materials with those of relevant writing in teaching.Through the “reading-to-write” approach,teachers can combine reading and writing in a perfect way,and apply the input of “reading” to the output of “writing” effectively,thus improving daily writing teaching of teachers and writing ability of students.Based on the the Input and Output Hypothesis Theory,this study adopts the teaching method of“reading-to-write”,aimed at the improvement of English writing teaching practice in senior high school,then to improve students’ attitude towards English writing and enhance their writing ability.Students from Class 39 and Class 40 of Grade One in a senior high school in Xixian,Xinyang are selected as research subjects.One class is the experimental class and the other is the control class.The teaching model of “reading-to-write” is carried out in the experimental class,while the traditional teaching method is adopted in the control class.Through writing tests,questionnaires,interviews and teaching experiments,this study is devoted to exploring three research questions:(1)What influences does the “reading-to-write” approach have on senior high school students’ attitude towards English writing?(2)What effects does the “reading-to-write” approach have on senior high school students’ ability to choose appropriate words and make beautiful sentences in English writing?(3)What impacts does the “reading-to-write” approach have on senior high school students’ ability to organize a reasonable discourse structure in English writing?This study shows that the application of “reading-to-write” approach in English writing teaching practice has positive influences on improving senior high school students’ attitude towards writing and enhancing their writing ability.The specific aspects are as follows.To start with,the “reading-to-write” approach can improve senior high school students’ attitude towards English writing.After three months of teaching experiment,the students’ attitude towards English writing has changed significantly.Students are no longer afraid of writing,and they become more interested in and enthusiastic about English writing.In addition,the “reading-to-write” approach can improve senior high school students’ ability to choose appropriate words and make beautiful sentences in English writing.Through the “reading-to-write” teaching model,students can accumulate enough wonderful sentences,words and expressions.Therefore,the words and phrases used in their English writing are more accurate and the sentence patterns are more advanced.Finally,the “reading-to-write” approach can enhance senior high school students’ ability to organize a reasonable discourse structure in English writing.Not only have students gained a good grasp of the structures of different types of articles,but also they can apply what they have mastered to their own writing,making the discourse structure of their writing much more reasonable and organized according to the requirements of contents and genres.In a word,the study shows that the“reading-to-write” approach can better enhance senior high school students’ writing ability in a certain range.