An Action Research On Promoting High School Students’ Writing Ability Through Reading-to-Write Instruction

In recent years,as the new curriculum reform has progressed,the new college entrance examination has put more emphasis on students’ comprehensive ability of English listening,speaking,reading and writing,which not only puts forward new requirements for students’ learning,but also urges teachers to constantly innovate teaching methods.After the reform of the new college entrance examination,the English test paper has added the continuation after reading,which has changed from the original examination of students’ single writing skills to the examination of dual skills of reading and writing.Students are required to promote writing by reading-to-write,writing-to-read and the combination of reading and writing.However,from a macro perspective,although researchers have made some contributions to the English writing,there are still many deficiencies in senior high school English writing teaching.From the perspective of teachers’ teaching,teachers’ writing instruction time allocation is less,teaching mode is old and single,input and output are not equally emphasized;From the perspective of students’ learning,they have low interest in writing,and their learning mode focuses on mechanical memorization and imitation,emphasizing vocabulary and sentences rather than discourse.It is a hard task for high school English teachers to meet the new college entrance examination and solve this problem under the new edition textbook.As an English teacher at a senior high,the author,according to the requirements of high school English curriculum standards for writing ability,based on Krashen’s Monitor model and Swain’s output hypothesis,takes the new teaching materials of FLTRP as the main teaching content of writing,and under the guidance of empirical research on reading-to-write instruction at home and abroad,has practiced the teaching strategy on a class from Senior 1 in a high school in Bazhong City.The purpose is to make full use of the reading texts in the new textbooks by FLTRP to verify the impact of the effective use of the new textbooks on the fluency,complexity,and accuracy of senior high school students’ English writing.This paper mainly explores the following questions:1)What’s the effect of reading-to-write instruction based on the textbooks on improving students’ writing fluency?2)What’s the effect of reading-to-write instruction based on the textbooks on improving students’ writing complexity?3)What’s the effect of reading-to-write instruction based on the textbooks on improving students’ writing accuracy?To address the three research questions,this thesis employed a teaching action research approach over the course of one semester which focused on enhancing the writing abilities of 52 senior high school students in Senior 1 through the implementation of reading-to-write instruction.It mainly uses pre-test and pre-questionnaire to identify problems and propose hypotheses.After the first round of action research,using SPSS to analyze paired T samples of pre-test and mid-test data,which showed that the fluency was improved,but the complexity and accuracy were not significant.After reflection and adjustments,the second round of action research was carried out.Finally,through the T analysis of paired samples from the tests,it was concluded that the P value was 0.00(<0.05)which can be concluded that effective input and output based on the new textbook can help improve the fluency,complexity,and accuracy of students’ writings.This paper has a certain promoting significance in breaking the single traditional writing teaching method to prepare for the new college entrance examination.However,due to students’ writing performance will be affected by different factors,as well as the limitations of the measurement method itself.Therefore,although some relevant variables will be strictly controlled,there are still some inevitable problems in this study.Therefore,further research is needed to achieve more accurate demonstration.